Secondary Math Minor Lab

Spring 2014

Mini-Lesson Plan
Step 1: Solve the mathematics problem(s) yourself and answer the following questions.
1. How did you solve the problem(s)?
How did I solve the problem? #1) Part a Plugged in the known number and solved the equation for the unknown variable. Part b plotted the line y+x=5 using intercepts and a straightedge. #2) Part a Plotted the point, used straightedge to draw vertical line, and then listed points on the line above and below the original point. (I used the line itself). Part b I went to a part of the graph that wasnt on the line and found some grid marks that indicated a point. Part c I found the pattern (and I know what vertical line means) that says a point works if the xcoordinate is 5. #3) Part a chose five x-values (-2, -1, 0, 1, 2) and plugged into the equation to find the yvalues. Part b used the same x-values, but made sure to choose different y-values than I found in part a.

2. Are there other ways that you might expect students to solve the problem(s)?
Are there other ways that you might expect students to solve the problem(s)? #1)See table below Backtrack Plug in/non backtrack Count Use Graph first #2) Theres no equation, so students have fewer options. I suppose someone might think to create an equation and use that to solve for points on and off the line. #4)See table below Backtrack? Simplify equation or solve for one variable Guess and Check Graph Table (like #1) Ratio?

3. What mathematics will students need to know to solve the problem(s)?

What mathematics will students need to know to solve the problem(s)? #1) Distinct variables (i.e. x and y are not interchangeable). How to plot points/which axes mean which variable. Negative numbers, fractions (number line relationships). The relationship of the table to the equation and then to the graph. How to solve equations in this form. #2) What vertical means. Coordinate axis representation (what a point looks like). What on your line means. #4) What satisfy means. Distinct variables stand for distinct numbers (i.e. x and y are not interchangeable). Possibly need to know how to use negative numbers and fractions. How to solve equations in this form.

Secondary Math Minor Lab Spring 2014 4. What will students responses tell you about what they know about the mathematics?
What will students responses tell you about what they know about the mathematics? #1) If they consistently use the corresponding variable, they understand that they arent interchangeable. If I cant see each point on the graph as theyre graphing, then its possible they dont understand how to plot points on coordinate axes, or that they understand its a line and they just need two points to connect it depends how theyve used the points they have plotted to construct their line. Their graph will also tell me if they understand how ordered pairs look on the axes. #2) Their graph will tell me whether they understand what a vertical line is. If theyre using the graph to find points on the line, I should see them physically pointing at or drawing on their graph before writing down points for part b. If theyre making an equation from their graph, I should see that written down, which tells me they probably understand that equations and graphs can represent the same relationship(s). Vertical line equations tend to be difficult for students, though, so I wonder how many variations of the equation I might get in a classroom right or wrong. #4) Students could use a table, which tells me they generalized from problem 1 and can use one variable to find another. Similarly, if they consistently use the corresponding variable, they understand x is not y and vice versa. If they list their solutions not as points, I know they dont quite understand yet that solutions to an equation correspond to points on a graph, and will have to help make that clear in the discussion. They could graph the equation first (using a calculator, probably), and find points on the line, which shows understanding of the relationship(s) between equations, graphs, and solutions/points, but perhaps also shows that students may not be comfortable solving equations yet.

5. How does the problem(s) connect to the broader mathematics topic? How does the #1)The goal is to help #2)I feel like this one is #4) This equation is problem(s) connect students see solutions more complicated than more complicated than to the broader to equations as points the other two, simply problem 1, but has a mathematics topic? on a graph (or because if we are to look similar idea. I think this equations as pointat points on a graph as would help make testers), so this solutions to an equation, clearer to students that problem tries to be many students get solutions to this most explicit about this, confused by equations equation are points on asking students to find that dont have both an x a graph if they were points, graph them, and and a y in them, like this also asked to graph the describe what the equation would. equation. Without that, graph looks like. Its However, because the I feel like students trying to help students problem never explicitly might not be able to see that they can use an uses or asks for an make the conceptual equation to test if a equation, maybe this is a jump of the solutions as point works on a graph. way to help students see points, even though the This helps in the future points on a line as a question words them when students might solution. However, that way. I think this come across equations overall, it seems like this will definitely have to they cant picture in would make more sense be a focus in discussion

Secondary Math Minor Lab

their head (like a quadratic, cubic, logarithmic, exponential, etc. equation). They can create a table of values in order to graph them so they can see what the equation looks like. later in the lesson since it never explicitly uses an equation. Vertical (or horizontal) lines get into an idea students tend to struggle with that if a variable isnt there, it doesnt affect the solution. This is a good idea to refer back to when classifying equations as true sometimes true and false ((in)consistant/(in)depe ndant).

Spring 2014
while presenting solutions. This one also helps get at the idea of intercepts. The easiest two points to find are when you plug in 0 for either x or y. Hopefully, students will remember that as they continue learning about lines and how to represent them.

Step 2: Plan questions for discussion (refer to your own work and the teachers manual). 1. What are the goals for your discussion? (This should be related to the conceptual understanding involved in the problem.) a. Students understand that solutions to an equation in two variables are points points on a curve that make the equation true (i.e. both sides equal). b. Students can understand that graphs and equations are two are different ways of representing the same relationship. c. Students generalize from previous lessons on equality and equations to solve similar and new problems. 2. What are the objectives for your lesson? (This should be measureable and concrete, which means they are often related more to procedural fluency.) a. Students will be able to: use a graph to find solutions to an equation. find points on a curve. (#2/#4) b. Students will be able to: use an equation to find points on a graph points on a curve. (#1 and #4) c. Students will be able to: plot points on coordinate axes in order to draw a graph (#1) 3. What student thinking to you anticipate that you will elicit? (table) 4. List at least 4 questions that you will ask as students work on the problem(s). (table) Strategy/applicable problems (1a/b, 2a/b, 4a/b) Who/what Order (and problem #) Backtracking (1a and 4a): Once students put in the known number(s) for x or y, they can use the backtracking techniques they learned in Marys lesson. For example: #1) 2+y=5, means undo adding 2 to get y=5-2=3 and #4) 2(-1) +3y=12 means undo subtracting 2 to get 3y=12+2=14 and then undo multiplying by 3 to get y=14/3. Questions to ask students using this strategy: How does your process help you graph your points? Why are you putting these numbers in for x (or y)? (Depends on what theyre doing which you fill in). Solving equations without backtracking (1a and 4a): Students can put in a known number for x or y, and solve the equation by applying the same processes to both sides of the =, like they learned in Mikes lesson. For example: #1) x + (-11/3) = 5 -> x + (-11/3) (-11/3) = 5 (-11/3) -> x = 26/3 and #4) 2x + 3(3.5) = 12 -> 2x+(10.5) (10.5) = 12 (10.5) -> 2x = 1.5 -> (2x)/2 = (1.5)/2 -> x=.75 or . Questions to ask students using this strategy: Why are you putting these numbers in for x (or y)? What do your answers

Secondary Math Minor Lab

for part a tell you? What do your answers for part b tell you? Counting (1a, 2a, 4a): Students can put in a known number for x or y, then solve the equation or graph by counting until they reach the solution. (Application of this strategy to #4 should not work consistently). For example: #1) -3 + y = 5 -> -3, -2, -1, 0, 1, 2, 3, 4, 5 means I count up 8, so y = 8. Questions to ask students using this strategy: Why are you putting these numbers in for x (or y)? (Especially depending on how they apply this to #4): How do you know to count that many up/down? Using graph to find points (1a/b, 2a/c, 4a/b): Students could use a graphing utility or draw a graph and then find points based on their graph. For example #1) graphing the line x+y=5, then finding where it crosses the gridlines indicated in the table to solve the table doing part b before part a. #2) graphing the vertical line and using the line to find points indicated by pointing, circling, putting dots, etc. #4) graphing the line 2x+3y=12 to find points on the line. Questions to ask students using this strategy: Why are you starting with this (indicate x or y axis) axis to find points? How do you know what the graph looks like first? How are you using the graph to find solutions to the equation(s)? Guess and Check (1a, 2b, 4a): Students could guess at which points could be on the graph or as points that satisfy the equation(s), narrowing their guesses as they figure out if they work or dont. For example: #1) -3 + y = 5, I guess 2, but that doesnt work, its too small, so Ill guess 6, which is closer but still too small, so I guess 8 and that works so y = 8. #4) I guess that (2, 3) is on the graph, but that makes 13 = 12 which doesnt work so one of my numbers needs to be smaller, lets try (1, 3) which doesnt work because 11 isnt the same as 12 (This might lead them to think y cant be 3 because theres not an integer for x that makes this equation true, or they could continue as follows). Well, 11 is one less, and 13 is one bigger, so maybe x is between 1 and 2. So, Im going to try (1.5, 3). That works, so its a point that satisfies the equation. Questions to ask students using this method: How do you know what number(s) to put in for x or y? What do your guesses tell you about the problem? Why are you changing your guesses that way? Ratio (4a/b): Students might see the 2x and 3y as ratios, so there are 2 xs for every 3 ys. For example, if theres one x, they might think there are 3/2 ys, or for 2 xs, there are 3 ys. (This method shouldnt work). Questions to ask students using this method: What do your solutions tell you about the graph of these points? How are you using the equation to model the relationship between x and y? Solve equation for one variable to solve (1a, 2a, 4a): Students might decide that the equations look nicer when theres one variable by itself on one side this makes it look similar to the number games they looked at before. So, #1 could be changed to x=5-y, #2 could be changed to x=5, and #4 could be changed to x=6-(3/2)y before students then apply one of the above methods.

Spring 2014

Secondary Math Minor Lab

Questions to ask students using this method: What made you want to change the equation around like that? How does rewriting the equation help you solve for different points or graph the solutions? Why are you putting this number in for x (or y)? Other:

Spring 2014

5. How will you use student work to facilitate your discussion? Ideally, this is what Id like to use: For students who used the graphing strategy with #2, I would have them present this first. The reason for this is that #2 is different because there is no equation (that the question asks for) to go with it and students are not asked for an equation. Then, if anyone used the graphing strategy for #1, Id have them present it next, and then for #4, asking the following questions afterward: - How are the graphs the same and different between the three problems? - Does graphing work? What does it tell you about the equations? (If no one used the graphing strategy for #1 and #4, I would have #2 present it, but then proceed without questions because the next set will tie into it). The next strategy Id present for solving the equations and finding points would be backtracking either with or without reorganizing the equation first. Students did this first, so Im hoping that the students who did it will be able to then generalize to the next strategy solving without backtracking. These Id have students present in sequence (if someone used an equation for #2 correctly, #1 backtrack, #1 without backtrack, #4 backtrack, #4 without backtrack), without pause. Then, Id ask the following questions: - How are the points in #1 and #4 different from the points in #2? From each other? - How are the graphs of these points different? The same? - Do youguys think we could use the graphs in #1 and #4 the same way we did with #2 to get points that solved the equation? (Why or why not?) - (If students reorganized the equations) Does the reorganization help us understand the graph of the equation better? How? - What do the non-solution points tell us about the graph? What do the points that arent on the graph tell us about the equation? - IF TIME: Since these graphs are all lines, what do you think that means about the equations of lines? What do you think these equations usually look like?