AIM: How can we use our understanding of relationships to answer Leaky Faucets? HW: Leaky Faucets Task; HAPPY HOLIDAYS Announcement: Leaky Faucets Task (worth a halfquiz) will be due Tuesday, January 3, 2017. Do Now: Michael stands on an overpass and counts the cars passing underneath over a certain number of minutes. Is the relationships between time (t) and number of cars (c) linear? How do you know? x  1 3 4 7 y  5 11 14 24 Classwork: Students began the Leaky Faucets performance task. Resources:
AIM: How can we use our understanding of relationships to answer Leaky Faucets? HW: Enjoy your evening Announcement: Leaky Faucets Task (worth a halfquiz) will be due Tuesday, January 3, 2017. Do Now: Michael stands on an overpass and counts the cars passing underneath over a certain number of minutes. Is the relationships between time (t) and number of cars (c) linear? How do you know? x  1 3 4 7 y  5 11 14 24 Classwork: Students began the Leaky Faucets performance task. Resources:
AIM: How can you compare the costs represented by two linear relationships?
HW: Enjoy your evening Do Now: Determine whether the relationship in the table is linear or not. Explain. If it is linear find the equation. x  1 2 6 9 20 y  7 2 14 23 56 Classwork: We looked at tables to determine if relationships are linear. With the tables, we were able to find constant rates of change (if they existed) and then used those to find yintercepts. With both of those pieces, students were able to write equations to linear relationships. Resources: AIM: How can you compare the costs represented by two linear relationships?
HW: Unit 3 textbook  p.43 #9 Do Now: How can you determine the rate of change for a relationship by looking at the graph of a line? Classwork: From yesterday... The class looked at a problem that used two tshirt companies and their different pricing models. Students looked at equations, tables, and graphs, to compare the costs associated with each companies, for varying amounts of tshirts. Today, we analyzed our responses from yesterday. We looked more deeply into slope/rate of change and how you can write equations of lines that are graphed on the coordinate plane. Resources: AIM: How can you compare the costs represented by two linear relationships?
HW: Unit 3 textbook  Finish Problem 2.3 Do Now: What does the yintercept tell you about the situation the equation represents? Classwork: The class looked at a problem that used two tshirt companies and their different pricing models. Students looked at equations, tables, and graphs, to compare the costs associated with each companies, for varying amounts of tshirts. Resources: AIM: When is it useful to use a graph and a table to solve a problem?
HW: Unit 3 Textbook pp. 3841 #24,6 Announcement: Do Now: What was your strategy for determining the length of the race in the Brother's Race problem? Classwork: Unit 3 Quiz 1 was returned to students today. We spent a lot of the period conducting error analysis. Students noticed mistakes they had made, particularly: setting up scales for graphs, identifying variables when writing equations, writing rates with appropriate units, and other graphical errors. The remainder of the period was spent working on Problem 2.2, an extension of the Brother's Race. Resources: AIM: When is it useful to use a graph and a table to solve a problem?
HW: Unit 3 Textbook p. 47 #3132 Announcement: Do Now: What was your strategy for determining the length of the race in the Brother's Race problem? Classwork: Today's lesson was a continuation of the Brother's Race. Students discussed the methods they used to solve. We discovered that the students who used the Guessandcheck method were less effective than students using more organized approached. The class agreed that using a table and/or a graph were ways of modeling the situation mathematically. Students were able to more easily recognize that a race length of 75meters would have yielded a tie, whereas lengths that were shorter would have given Henri a victory. Longer lengths would allow Emile to catch up and then surpass his brother. Resources: AIM: When is it useful to use a graph and a table to solve a problem?
HW: Unit 3 Textbook p.38, #1 Announcement: Do Now: What does each equation tell you about the line it creates? 1. y = 3x 2. y = 3 3. y = 2x + 4 *4. x = 3 Classwork: Today's lesson focused on the Brothers Race. Emile and his brother Henri were in a race. Emile travels at 2.5 m/s. His younger brother Henri travels at 1.0 m/s. Emile wants to race Henri without either one of them changing their rates. He also does not want to blow his brother away, so he gives Henri a head start of 45 meters. How far must the race be so that Emile will defeat his brother by a narrow margin? We used tables and graphs to determine a solution for this problem. Resources: AIM: How can we assess our understanding of linear relationships?
HW: Enjoy your evening Announcement: Do Now: Please clear your desk of everything except for a pencil, calculator, and straight edge. Classwork: Unit 3 Quiz 1  Linear relationships Resources: AIM: How can we practice working with linear relationships?
HW: Prepare for tomorrow's quiz Announcement: There will be a Unit 3 quiz on linear relationships Tuesday, December 13, 2016. The quiz will cover topics from problems 1.11.4. These include:  identifying linear relationships from equations, tables, graphs  finding rates of change (slope), yintercept  graphing linear relationships  representing situations by equations, tables, graphs Do Now: A class has an account modeled by the relationship a = 10m + 320, where m represents the number of months, and a represents the amount of money in the class account. What information can you gather from the equation? Classwork: Students collaboratively worked on problems sets to serve as a preassessment for tomorrow's quiz. Resources: There will be a Unit 3 quiz on linear relationships Tuesday, December 13, 2016. The quiz will cover topics from problems 1.11.4. These include:  identifying linear relationships from equations, tables, graphs  finding rates of change (slope), yintercept  graphing linear relationships  representing situations by equations, tables, graphs 
AuthorMr. Severiano Archives
June 2018

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