Teacher Name: _ Compl Year Jon 2018 Time_1235~125, 2018-19 Framework for Teaching Evaluation Instrument ‘Gilets | = Teach males cio arora | «Teasers undertandg Te ‘Teacher on lying ooops | Tsk cles ir and lrdcpbry + Teacher dros nat conta tse erin, tne sop ad nr roan | "conan rellonhes reoqisierelstonsipe wien | «Tescershremieae ofrsouste | foane anor «= Teachors plane comands poms ‘eons iracarae or + Teaser prontescleremtratonof |” snereossof ese suet ‘Teacher plesuse happy | sample, ie erent Iscanceptos and few an bo strep be deine ‘Lesion an/un pins ust inid | Teactransmrsstutrtquetens | sated, Insconal ato, até coe oe | "acutely and pros eibat tat |» Teacers plans refct cet cig etal ho ato. {ters her eig coven eared ‘Inatuctonal sete in unt and | peop oeon lane re rte the cenit Points in the first quadrant of the coordinate plane. and interpret‘Teacher Nimes _ Campbell Year. Jan, 2019 Tine __1235- 128, ‘CSS MATH CONTE! Generate iwo numer pairs consisting of cor ‘Student outcomes: 1) To be able to analyze and compare numerical pattems generated by different rules: Students will work on observing a given set of data and analyzing its components in order to identify a numerical rule, Students need to be able to identify a pattern, and apply it to a rule. 2) To be able to compare situations by describing their graphs: Students will take their patterns and connect them to a coordinate graph. They will identify the common points between ther table and graph, and be able to justify why they represent the same data. 3) To be able to identify x and y coordinates of a point. Students need to be able to look at an ordered in a table) and accurately identify the x and y coordinates associated with it. They also need to be abl and y coordinates represent within the given situation, nether on a graph or >xplain what thay x DA: Crt.1,5 Build content for choreography using several stimul. While not directly in this lesson, this activity builds the foundation for a later arts integration project where students will design Choreography on a coordinate plane. They will create a numerical pattern, and then design choreography in order to plot their pattern ona life size grid, ‘All vocab has been previously introduced- Xaxis Yeaxs X and Y coordinates | Table Graph coordinate grid | Area“Teacher Name: _Campbe Year ten 2019 Tame__1238-125, lesser extent, they need to be able to recognize numerical pattems in graph data, as well as specifeally identify the pattern. (tis there, VS. itis...) ‘Students know that in a numerical pattern, there is a constant change in the data. Students also know that when you look at each piece have the same change ftom a->b-> c, which is where cur pattern comes from. This is evident from their prior work on, \entifying and listing numerical patterns in the prior lessons. Students have been observing data sets and identifying the numerical patterns given within. Students also know how to read a graph and identify ordered pi have been piotting data and interpreting ‘the points based on the given situation, This is seen in «with the Rhomba plotting, temperature and height plotting, as well as assessment A38 where they are reat interpret data in a table and a graph (One of the most common misunderstandings come from switch 1d y data, and inverting their points. In order to combat this, | ‘constantly remind the class which is which, and have them model with their hands along with me. ‘The second misunderstanding they wil make sure they are set up one on top of the other so that students can easily see where the variable is coming from. | always refer to the variable inthe same way as the other data, so they understand what itrepresents. Then, | have them use the nev expression to calculate a ‘new data point so that they get an immediate chance to a 1t be able to see the patterns progress. | have of the problem, Then, Ihave them move to they have a le representation. As nee« between each. This helps them to formulate a change overall, which ‘numerical pattems. & i 3 : i 3 i To be able to analyze and compare numerical patterns generated by different rules: Students will work on observing a given set of data and analyzing its components in order to identify @ numerical rue, Students need to be able to identify a pattern, and apply i to a rule, ‘To be able to compare situations by describing their graphs: Students will ake their patterns and connect them to a coordinate ‘graph. They wil identity the common points between their table and graph, and be able to justify why they represent the same data, To be able to identity x and y coordinates of a point. Studen's need to be able to ook at an ordered pair (whether on a graph or ina |__table) and accurately identify the x and y coordinates associated with it, They also need to be able to explain what they x and y