Day 26

Today's opener builds on what we did yesterday, as well as the slope video they watched last night. I'm trying to help them make the connection between slope and the graph, as well as between the slope, the graph, and the equation (eventually).

Today's lesson is a look back at some of the "application" problems we've done over the last few weeks, but trying to more explicitly tie them to the starting point/y-intercept and the slope/rate of change. I'm really trying to get them to think of the meaning of the y-intercept and the slope in these problems, as well as get them to begin to connect those ideas to the visual representation (the graph).

We'll work through the first 2 or 3 together, then they'll work on the rest by themselves. Depending on how far we get we'll save #6 for a later date.

 

Their homework will be to finish whatever problems we didn't get done in class (again, we may save #6 for later), to take the online pre-assessment over slope on the Moodle (assessment will be Friday), and (optionally) do some practice problems at CoolMath over calculating slope.

Day 19

Today's opener gives them another sequence and an opportunity to graph an equation by using a table of values.

Today's lesson is to explore time and distance relationships and to construct and interpret a graph from collected data. I've invited two of my assistant principals and my media specialist to join us in the gym hallway (long hallway not too far from our classroom), where they will follow a set of "walking directions" for 10 seconds. (e.g., walk at about 1 m/sec for 10 seconds; or walk at about 1 m/sec for 3 seconds, stop for 2 seconds, then walk at 2 m/s for 5 seconds; etc.).

Students are spaced 1 meter apart along the tape measure and as I count off the seconds they note the walker's position (if the walker is within 1 meter of the student). (I'm considering filming this as well so that they have the video to refer to later, but I'm worried that might be one thing too many.)

We'll have a total of 6 walks, then we'll return to the classroom. I will then collate the data for the first walk (maybe the first two if we have time), and then we'll work through graphing the data and answering the questions on the last slide. Then I'll collate the rest of the data and post it on the class blog later that day and they'll have to graph the remaining walks for homework (not enough time to collate all the data in class, so just getting them started so they have the idea).

Their homework over the weekend will be to finish the remaining graphs and to take the Graphing Linear Equations by Using a Table online pre-assessment (on the moodle).

Day 18

Today we begin with our assessment over Solving Equations with Variables on Both Sides, so the opener is simply this reminder slide:

The assessment is two questions, one a relatively simple equation with variables on both sides, and the second slightly more difficult as it involved using the distributive property first, then solving an equation with variables on both sides (very, very similar to the two problems on the online pre-assessment they should've completed on Day 16). I anticipate the assessment taking about 6-8 minutes (with some students being finished in two). When everyone is finished with the assessment, I then work the two problems on the smart board so they should have a pretty good idea of whether they got them right, and then that gets posted to the blog so that if they did miss them they can use that to study from for their re-assessment.

Then we move into the lesson for the day. I'll start with graphing two equations by using a table. My assumption here is that they've done this before this year, but many are probably not very comfortable with it. So we'll work through the two problems together and, for the second problem, talk about how it's often helpful to solve for y first to make this easier.

We'll then move into an application problem involving distance, rate and time.

My goal is to get them to be able to apply a recursive sequence (and looking ahead to applying a linear equation) to a semi-real-world problem, and also get some graphing practice.

Their homework for tonight is to watch the Graphing Linear Equations by Using a Table video,





and to check the portal for the results of their assessment and make an appointment to re-assess if necessary.

Day 16

As I mentioned in the previous post, I'm a day "behind" my original plan so that's why there's no "day 15."

The plan for today is a combination of reviewing the topics we've covered so far (proportions and percents, dimensional analysis, solving equations) and an introduction to graphing (beginning the transition from solving equations to graphing and interpreting them).

Today's opener reviews distributive property and solving equations with variables on both sides. (It's been a while since my last post, so just a reminder that we introduced that last Wednesday, reviewed it on Friday, and they were supposed to watch the video over the weekend. Day 16 is tomorrow, Monday.)

Today's lesson feels a little awkward because it's just a brief intro to graphing and then a review of other topics, but I still feel it's necessary. I think they need a little more practice with the concepts we've learned, and I also think that even though they've graphed on a coordinate plane before, they need a refresher on the basic structure (before we begin to go more in-depth over the next few weeks).

 

Tonight's homework includes asking them what we consider to be the x and y-axis of the Earth, what quadrant our school is in, and how the Earth is different than a coordinate plane. Then they'll need to complete the Solving Equations with Variables on Both Sides pre-assessment on the Moodle (two questions very similar to the questions they will have on the formal assessment in two days).

I then ask them to create a blog entry describing how they solve 3(x - 5) = -7x + 12. I ask them to not only solve it, but explain their thought process as if they were trying to demonstrate this for someone who didn't know anything about solving these types of equations (this won't be due for two days to give them a little more time if they need it).

I then give them some optional practice problems, directing them to Coolmath or Khan Academy if they feel like they want some additional practice (as little or as much as they think they need - completely optional but I wanted to provide them an opportunity for more practice if they want it).

So, not the most interesting day, but again one I feel is necessary. Anyone have a different opinion to share?