This week started with yet another SNOW DAY! This winter has been a bit much up here.
Day 4 – Visual Patterns with the Same Multiplier
Last week we looked at visual patterns that had the same initial value.
Today’s warm up was a “Which one Doesn’t Belong”. We picked a simple numbers one to get used to how they work.
The class was shorter today because of a course selection assembly. I had students construct 3 patterns and they discussed the two questions in their groups and we discussed as a class.
Next, students graphed the trend lines and labelled them. I had put up their graphs from the previous day to compare the ones that had the same initial value to these graphs.
We completed the consolidation as a class and students worked on the graphs for homework. Students recognized the lines were parallel and connected that lines with the same multiplier must be parallel.
Day 5 – Point of Intersection
One of the requirements of the course is that students form an equation of a line from 2 points. I presented them with the following problem.
“A pattern has 10 tiles at position 1 and 16 tiles at position 3. Determine the pattern rule.”
I was curious to see how they would approach the problem. Since the points were pretty close together most used a table of values. They figured out the multiplier and worked backwards to find the initial value.
I wanted to give them a second question.
“A pattern has 8 tiles a position 1 and 41 tiles at position 12. Determine the pattern rule”
Most realized that making a giant table of values might be a bit tedious. A few groups realized that the number of tiles has to do with the “rise” and the position number had to with the “run.” Great thinking here!
Today, I wanted to introduce them to y = mx +b. Students worked through the following handout and we stopped as a class to discuss various points and what each part of the equation of the line represented.
This lesson closely followed the one from “Patterns to Algebra.”
Students received a large graph of y = 5x + 3 and had to find as many whole number pattern rules that would intersect the graph at (3, 18). We discussed what the point of intersection represented.
Students completed a couple graphs and had to identify the point of intersection.
Day 6 – Area & Perimeter
I had visitors in the class as part of a cross panel lesson study. We had decided to do the same lesson in my Grade 9 class and their grade 6 classes. We used the R2D2 lesson from Tap Into Teen Minds.
The lesson pretty much followed the 3 Act Math Task. I had adjusted the extension a bit for my class. It was interesting to see how the different students approached the problem. There was some great strategies used and some I would not have expected.
This class also started with out first formative assessment. I gave students a small task which had 2 patterns and they had to do a table of values, graph, find the equation and identify some characteristics of the trend lines (discrete/continuous, direct/partial, steepness, which one starts higher, etc.) I simply provided feedback and they were very well done! Students nailed the graphs and equations. Some minor mistakes with some of the terms but we did cover a lot in the first 5 days. I encouraged students to focus on the feedback and learn from their minor errors.
My class had to complete some area of composite shapes for practice. I also handed out the EQAO formula sheet for them to become familiar with and use it throughout the semester.
Day 7 – R2D2 Extension
I wanted to extend the knowledge gained from the R2D2 lesson the previous day and work on some surface area. I used a similar approach to the Filing Cabinet lesson from 101 questions by Andrew Stadel.
We looked at the following problem.
If students finished one of the shapes I told them to complete another one. They worked vertically.
Nothing better than hearing math talk and having all of your boards filled with math. Talk about a productive 75 minutes!
Enjoy the Family Day Weekend!