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Savidge
Class and Grade: HS Algebra
Date: Tuesday March 3, 2015
Lesson Objectives:
(The learner will know/understand/be able to )
Find an expression for the rate of change in terms
of x1, y1, x2, y2.
Students will be introduced to rate of change as
slope (m)
Students will understand that slope represents
what they did in the more concrete examples of If
Looks Dont Matter What Does?
Students will understand that it doesnt matter
which points you use to find slope, but that
consistency in the order of subtraction matters
Assessment:
(How will I know if my students have met the
objectives?)
Through discussion as a class, students should
present the equation of slope and be able to
answer How could you describe the computation
of slope in words? With answers like the change
in y over the change in x or the rate at which y
is changing as you move to the right along the
line
In further discussion, students can answer
Standards Addressed:
Common Core Content Standards
Create equations that describe number or
relationships
o Create equations in two or more variables to
represent relationships between quantities; graph
equations on coordinate axes with labels and
scales.
Common Core Content Practice Standards
Make Sense of Problems and Persevere In Solving
Them
Reason Abstractly and Quantitatively
Construct Viable Arguments and Critique Reasoning
Materials Needed:
IMP, Small World, Isnt It? Lesson: Formulating the Rate [Teacher materials: 30-35; Student
materials: pp. 239-241]
Paper and pencil
Powerpoint
Classroom
Business Routines:
(announcements, homework review, etc.)
Warm-up, Group Work, Class Discussion, Summary, Assign Homework
Page 1 of 8
Anticipated Student
Thinking/Questions
Teacher Moves
Page 2 of 8
5:55-5:56
In small groups, talk
about how they found
their average rate of
change from #3. If Looks
Dont Matter What Does
(1 min.)
5:56-6:01
Class discussion how
students found the
average rate of change
from the graph. (5 min.)
Find a final answer for
the average rate of
change.
*Anticipated solutions
Lesson
Anticipated Student*
Thinking/Questions
(Include what you think
students will say and ask)
Teacher Moves
(Include what you will say and do
including the exact questions you will ask)
Page 3 of 8
6:01-6:05
Students will find an
expression for the rate of
change in terms of x1, y1,
x2, y2.
Students have one
1. After introducing the
member of group record
task by discussing
their answer on the board.
homework problem, ask
While students wait
students to turn to page
for other groups to
239 and find expression
record their answer,
as a group.
ask them to discuss
how they will
explain how they
2. Ask students to record
found their
expression on the front
expression.
board.
*Anticipated solutions
attached
*Anticipated
Student Solutions must be
Lesson
(details
about
what and how
attached
students are sharing)
Anticipated Student
Thinking/Questions
(Include what you think
students will say and ask)
Teacher Moves
(Include what you will say and do
including how you will set up the
discussion of the big math ideas)
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