Muddy Baseballs - Comparing functions DESCRIPTION “The tople ofthe lesson i functions andthe multiple ways lo represent a function. This lesson spar of Unit 3 ofthe Bh grade common ‘ore ouieulum, Analaing Funations and Equations. n Unit 3 student wil 1) gragp the conoept fa funtion, 2) use liner equations {and eystoms of rear equations o represer, analyze, and solve a vary of problems an 3) strategically choose and efficiently imploment procedures to solve linear equations in one vail ‘Te class for this lesson isan 8th grade Pre Algebra clas. There are 24 students ages 12-14; 14 boys and 10 gifs. The teachers for the case are one conten leacher, one special education teacher and one para educator. There ae three students with IEPs and on student receiving ELL services. The classroom has a LCD projector an an document camera. There are soveal laptops a ipads for ‘he students fo use in the cassrcom. Ther is a complete classroom set of T-64 graphing calculators. Jamalis one ofthe stunts with an IEP. Jamal is an Bth grade boy with oolsral palsy. He has cficutos wring or drawing wih a penpenci and uses an pad or special poncl gps hep wth writin. He has motor difcuties and uses a wheelchalr. amal’s speech [5 sow anc a times is difcut o understand. Voces has been added to his ipa to augment his communicaton. Math Pad Plus has been added for & tool and activities speci to math. Fortis lesson he wl also access an wedsio tp /wwimahistun.com ‘dataunction-grapnerpho 1 assist with graphing functions, amiais another stucent nthe class wih an IEP. She i an Bth grade i wth learning cisabily. She Interacts wal with both her peers and aduts and isnot a behavior problem altnougn, Ner academic sruggies seem be affacng ner engagement nthe class‘0om. ‘While Kamia’s cisaoity primarily impacts her classes wih extensive reading and wing quirement, her IEP does contain math goals. Providing adctonal verbal explanation in along win the use of hands-on or computer manipulatives help her aocees the cursclum. Inthe classroom she has access to an pad wih Math Pac Pus for easior manipulation and Khan academy for supplemental texplanatons. Fo his lesson she will aso access an website htfp2vw.mathistun comfdataunecSon-arapherphp to assist with sraphing functions, Maovo isa GT student who also has 2 IEP. Sho isa bright, arcuate and vary capable math student. Howover, hor ADHD an Aanvitylemoriona lsorder make i ficult for her tobe Successtl in the GT math classroom, When she Is emotinaly avalab In ‘lass she works well wth others, providing excolent explanations to her Gassmates. Unfortunately she can got easy ciscourages and ‘then a times wil empetoly shut down in class. Assisting cthor inthe classroom helps er to fet covfdent,successul ard haps her master what we are learn. nis ELL student rom China. Ho is curently is recoving a double cass of ESOL servos day. Ho stongins are in stoning and ‘wing where he scores wel ino the expanding ange. H's wring and speaking are not as srong, alg Inthe high developing range, Maths a strong subject for Jn. He s eansistenly motivate todo his best in class and this ves rim to ask questions. though well kod he is somewhat hestant to work with others, Jn has access to one ofthe pads in the classroom for any transiaions he may ees. PREREQUISITES rior to this lesson students willbe knowledgeable of function tabes,resutng coordinates in x.) format andthe graph of these. points. They wil know a function is @ rule that to each input exacly one output. Students wil have some practice converting real \wore problem into an algebraic equation. They wil be competent inthe use ofthe T+ calculator. ESTIMATED TIME, 1 Shours PURPOSE: Classroom Instruction GRADES: 6-8 CONTENT AREAS: Math COMMON CORE: > Mathematics INSTRUCTIONAL GOALS ‘Students wil be able to ransiate several verbal descriptions ofa reallifestuaton ino function, OBJECTIVES + Students will represent functions as a table, graph or algebraically {Student wil use te representation to analyze te situation presented,VARIABILITY /Mutiplo Means of Representation +The use ofthe mulipe representation organizer provides for options of perceptions (UDL.1.1 & LDL. 1.3) and provides for options forianguage, mathematcal expressions and symbols (UDL 23). + The use ofthe jgsaw and ext cket provide options for options of comprehension (UDL 3.9) /Muttole Means of Action and Expression +The grouping and regrouping of studonts to work together and share krowladge provides option for physical actions (UDL 4.1 & LUDL 42) an options for executive luretion (UDL 6.2 & UDL 8.3). +The oferng of he use o various webstes, the T-84 calculators another manipulatives to complete the work provides options for ‘expression and communication (UDL 5.1 & UDL 5.2). Muttote Means fr Engagement + The opening videoclip anc real ile aspect of the options provide options for recruiting interest (UDL 7.2). + The student choice offered throughout the lesson also provides options fr recruting interest (UDL 7.1), {The group work provides options for sustaining effort and persistence (UDL 8.3) + Tho use of assistive technology, both high and low tec, provides options fr se regulation (UDL 9.2) + Tho ox ekot and homework assignment also provide options for saltrogulaton (UDL 93), Eee FORMATIVE ASSESSMENTS. ‘Student will use the representanton to analyze the situation presented. ‘Students wll complete an ext cket answering 2 ofthe 3 the folewing questions, 1. How much maney would you eatn under each option f you mui five dozen baseballs working one day? 2 Undor which option wll you ear exactly $40 no mattor how many dozen bal you prepare? Justly your answer. '3. Which option do you rink you would earn the most you became an expert and were able to mudey 20 dozen basin an aftemoon? dusty your answer. ‘Students will represent functions ae a table, raph or algebraically. ‘Students will be assigned homework after completen ofthe lesson wits the folowing questions 1. Compare and contrast the resus ofthe thee pay option using math vocabulary. Be as spectic as possible. 2. Which opion would you choose? Justy your anéwer Using specie evdence from the Muddy Basebal Jigsaw. ‘Success on Goth formative assessments wile used 1o gage the need for sdctiona classte dedicated to these concepts. SUMMATIVE ASSESSMENTS ‘The student's ablty to anslate and represent a vetbal description of functions as table, graph o lgebracaly willbe asssessecion ‘ha Unt test. On ths ast tucson wl alsa be asked fo compare and analyze several intone Inte of nese objectives boing assessed on the Unit 3 tos, students could be assessed by completing a project in which they iystrate their understancing by erating a poster of acter typo of visual spay. ‘The results of tho summative assessment wil Be used to determine I any aspects need reteaching or tutor reeforcement in later lessons. OPENING Hook 1, Pose the following questions tothe class porto showing the video: ‘+ How many of you watch baseball or the Orioles? + What oolor ae the basebalis they play with? + Does anyone krow why the balls they play with are nota bright wits lke when they come out of the box? 2. Show the following video onthe special mud rubbed on baseballs to prepare the bals for major league eames: bntpwaw.onn com/2008/US/10/26/baseball mudindex him iKel=2éhours3. er the video share: + Amajr league game uses approximataly 8 dozen (over 100) bals @ game + Each ball is ubbed a certain way wih he specia! mud gett game ready Introduction Preson! the task: {As a summer jod you wil be working forthe Orioles. They have hited you tobe one ofthe workers who rub the dit onthe balls to get ‘them ready forthe games. “Thoy have offered te pay you using one of three options. You must oll hem which option you would profer before you stat working (Option 1: $40 a day for you shit of appreximataly 4-5 hours + Option 2: $20 a day pus $3 for every dozen balls you prepare withthe mud tub 1 Option &: $5 for every cozen balls you prepara with the md ru For this lesson we are going to determine whichis the best vay o get pad DURING Mode! New Sklis and Knowledge 1. Divide the studenis into groups of 58 students 2. Assign each group one ofthe earings options and provide cach person with the corresponding Mudty Baseballs Multiple Representation Organize. Within the group each student (or pals of students) wil complete etn the table, equation or ines graph forther option. Wrile working wihintner group they shuld shara their results eo each student has and understands the organizer. It 's fine if more that one group Is completing the same option 2s long 2s al three options are being completed. ‘Students may use multiple tools io complet the organizer including the folowing, 84 graphing calculator + algebra tes + counters + Yom graph papor + colored peneiis ‘rulers 3. Once the students have completed the Multiple Representation Organizer regroup (remix) the students in groups of 6-8 students ‘ensuring there ate 2 students with each epion In every grav, 4. Students wit be sharing ther ciscovery and results forthe table and equation trom the option they Intaly worked on. Have each “sudant complate the Macdy Baseballs Jigeaw whie working withthe new group, Student wil hen Be graphing al thee options on the ‘sama grid using colored penal. CLOSING Review group asa class and have a few students share thir graphs using the document camera. Discuss what the intersection ofthe lines mean. (Chis point when the earring for the 2 options are the same). Closing 1. Have students complete the exit tcket (described under formative assessment) 2. As oxi ticket completed explain and dstroute the evening's homework Cee MATERIALS AND SUPPLIES + CNN video aip http Jmuenn conv2009/UIS/10/28/baseball mud/index hin! 7iret-Pahours + LCD projector + leptons + ipacs + document camera «Tid graphing calculators + colores pencils ¢ rulers + worksheets - multiple represenations worksheet, saw, ext Yeket and homework «algebra tes + culsenaire rods + 110m graph peper+ counters: + pencil grips ‘+ math pad plus * voiced «= website for addtional explanation of graphing a function hi ing_functions/vvgraphing-a~basicunction + website for actual graphing one or more equations bitp:/wwww.mathistun.com/data/ unction-grapher-php RESOURCES INCLUDED ‘nis the organizer at willbe used by the tues inthe lesson. (0080 | Last Upded: y 222074 | Shared itu ‘ets the jigsaw thar wi bo used by the students nthe lesson. Muddy baseballs homework. docx Winy ts included “This the Pomewerk tat willbe gven the stents ar the completon ofthe lesson (090 |Last Upamea: ay 22, 204 | Shared: ental CNN clip on baseball mud wes Pace Wy i's include: “This th video cp tht wi be used inthe lesan opsner Which explains the special mud tats used to prepere maorleaguetasebe's Muddy baseballs exit teket.doex Doane Wy ts included: ‘ele anoxt ket ue atthe end of he essen. lea foratve asesarert usedo gage the Stents grebp ol te goes and objectives le lesson I shows ore stun a answer 2 Me esters ance