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TeachingExperimentLessonPlan

FormativeAssessmentActivity:
____________FunctionCardSort___________
PlannedDateofImplementation:__________February3nd,2016_____
CommonCoreStateStandard(s):
CCSS.Math.Content.8.F.A.1
Understandthatafunctionisarulethatassignstoeachinputexactlyoneoutput.Thegraphofa
1
functionisthesetoforderedpairsconsistingofaninputandthecorrespondingoutput.
CCSS.Math.Content.8.F.A.2
Comparepropertiesoftwofunctionseachrepresentedinadifferentway(algebraically,
graphically,numericallyintables,orbyverbaldescriptions).
Forexample,givenalinear
functionrepresentedbyatableofvaluesandalinearfunctionrepresentedbyanalgebraic
expression,determinewhichfunctionhasthegreaterrateofchange
.
CCSS.Math.Content.8.F.A.3
Interprettheequation
y=mx+b
asdefiningalinearfunction,whosegraphisastraightline
giveexamplesoffunctionsthatarenotlinear.
CCSS.Math.Content.8.F.B.5
Describequalitativelythefunctionalrelationshipbetweentwoquantitiesbyanalyzingagraph
(e.g.,wherethefunctionisincreasingordecreasing,linearornonlinear).Sketchagraphthat
exhibitsthequalitativefeaturesofafunctionthathasbeendescribedverbally.
MathematicalPractice(s):
Makesenseofproblemsandpersevereinsolvingthem,Reasonabstractly
andquantitatively.Useappropriatetoolsstrategically,Attendtoprecision,Respondandcritiquethe
reasoningofothers.

Explainthegroupingstructure
(i.e.,individual,partner,group)
andthereasoningforthis
decision?
Studentswillworkintheirassignedgroupstoarrangethecards.Wehavegroupedthestudents
into8groupsof3to4students.Thegroupsaredeterminedbyhowwecanreducetalking.
Movingaroundtheroomwouldbechallengingforstudentstonavigatewithallthedesks.Using

adifferentroomisnotpossible.Ingroups,eachstudentwillhavemorepracticewitheachtype
offunction.Insteadof1personhavingarepresentationfor1function.

Describetheoverallstructureofthelesson,includingapproximatinghowmuchtimeeach
partwilltake.
10minutes:
Explainthateachcardhasadifferentrepresentationofafunction:graph,equation,tableor
story.Useanexamplenotonthecards.(Use4.2labsheet,2.3labsheet&linearrelationship
fromModelingbook)
Explainthateachrepresentationshowsonefunction:linear,Exponentialdecayorexponential
growth.Usepreviousexamplenotonthecards.
Explaingoal:writedownandexplainhoweachcardisconnectedtotheothers.
Explaingrouprolesagain.Facilitator,ResourceManager,Reporter,TimeManager
ResourceManager:Getsresourcesneededforthetaskandmakessureallresourcesarereturnedat
theendofthetask.
Facilitator:Askseachgroupmemberfortheirinputonthetaskandkeepsthegroupontask.
Whatdoyouthinkabout....?
Doyouagreeordisagreeandwhy?
Willyoulookatthisandtellmehowtofind?
Reporter:Presentsthegroupsstrategiestogrouptherelationshipstogether.Example:Showsproof
ofwhyatablematchedagraph.
Thisgraphgoeswiththistablebecause
Thisstorygoeswiththisequationbecause
HowcouldIexplainthisbetter?
TimeKeeper:Tellsgrouphowmuchtimeisleftandorganizeshowmuchtimeeachstepwilltake.
Wehave15minutestotal.
Letsleave5minutesfor...

Howmuchtimedoweneedto

15minutes:
WorkTimeingroups
12minutes
forgroupstopresent.

Goal(s)ofActivity
(i.e.,StudentswillbeabletoandIcanTheseshouldinclude
mathematicalcontentandprocesslearninggoals.)
Ifindconnectionsbetweenatable,equation,graphandastorythatrepresentarelationship
betweentwovariables.
Icandemonstratethatagraphisthepointsfromthetableinavisualformat.
Icanfindtheyinterceptandgrowthordecayfactororslopeofeachrelationshipthatconnectsallthe
representationsatable,equation,graphandastorythatrepresentarelationshipbetweentwovariables.
Icancomparepropertiesoftwofunctionseachrepresentedinadifferentway(algebraically,graphically,
numericallyintables,orbyverbaldescriptions).
Icanshowthattheequation
y=mx+b
asdefiningalinearfunction,whosegraphisastraightlinegive
examplesoffunctionsthatarenotlinear.
Icandescribequalitativelythefunctionalrelationshipbetweentwoquantitiesbyanalyzingagraph.

Howwillyouelicitthinkingfromthestudents?(
Thisshouldbealistofspecificquestionsyou
willaskstudents.Iftherearemultiplegroupingstructures,thenyoushouldhaveseparate
questionsforeachpart.i.e.,questionsyouwouldaskwhenstudentsareworkinginsmallgroups
andthenasetofquestionsyouwillaskduringwholeclassdiscussion.)
Groupwork:
Howelsecouldyougroupthecards?
Howdoyouknowwhattheyinterceptis?
Howdoyouknowhowthepatternischanging?
Whatwordswerecluestotheyinterceptortothepatternofchange?

Whattypeofrelationshipiseachgroup?
Classdiscussion:
Whatdothevariables,
x
and
y,
meanineachrelationship?
Whatevidencedoyouhaveforeachrepresentationtobeconnectedtotheotherthree?
Howmuchproofisenoughtoguaranteeamatch?
Howdidyourgroupworktogether?
Whatdatawillyoucollect?Howwillyouanalyzethedatayoucollect?
(i.e.,Howwillyou
determinestudentshaveunderstoodthematerial/contentoftheactivityorreachedthegoalofthe
activity?Thisshouldtiebacktoyourabovelearningobjectives.)
Video,photosofstudentwork.Iwilllookforevidencethatstudentscanfindtherateorfactor
andyinterceptfromatable,graph,situationorequationandmatchthemtogether.
Iwilllookforgroupsthatextendthetabletofindtheyintercept,thatdivideyvaluestofindthe
decayrate.

Howandwhatkindoffeedback(
written/verbal)
willyougivestudents?Whatisthe
purposeofyourfeedback?
Iwillrecordthegood(cooperative,productive,attentive,encouraging)thingsIhearstudents
sayingintheirgroups.wewillsharehowwesolvedthecardsort.whatdidwelookforineach
representation.
Iwilllookforgroupsthatusetheinterceptandpatternofchangeineachfunctionrelationship.Iwillask
studentstonameeachgroupoffunctions.
Iwillpromptthereportertobespecificintheirexplanationorhoweachrepresentationisrelated.

A7thgraderisgiven$20tospendatcamp
thisweek.Sincethisstudentishopingto
keepsomemoneyfortheweekend,theyonly
spend$2everydayofcamp.

A20mLdoseofapainmedicationbreaks
downinthebloodstreamatarateof25%
everyhour.

TheDNRestimatesthataprotectedgroup
ofweaselscouldtripleitspopulationevery
year.Theybasethisonevidencecollected
fromastudythatbeganwithoneweasel.