In my last post, I shared how we are working to help students understand the progression for completing function tables, then graphing quadratics, then using more information to discuss their transformations. The teachers in my district are interested in adding this to their pacing, so why stop there? The goal now is to create a progression sheet for as many units as we can.
Well, here is one for intercepts, from Integrated 1 through Integrated 3 (Side 1 and Side 2):
Well, here is one for intercepts, from Integrated 1 through Integrated 3 (Side 1 and Side 2):
On the top half, the students in Integrated 1 will find the intercepts of linear functions.
How did you determine those? Just think about it for a bit, share on your paper, then trade with your neighbor as we go through them as a class. For the graph, make sure you also put what you think the equation should be. We'll check those as well.
Then, at the end of the period, hand them in. As the teacher, I will take your work and hand it off to the Integrated 2 team and, next year, you will be working on the bottom half. Doesn't that look hard?! Well, because of the work you've done today, the goal is to make that easier.
Go ahead, class, turn them in. Make sure your name is at the top!
On the bottom half, the students in Integrated 2 will again find the intercepts, but this time for quadratic functions. Before they do that, though, the class will go over the top half.
Hey, remember last year when you found intercepts of linear functions? NO?! What?! Well here (passes out papers), take a look at the work you and your classmates did last year. Even if it is't your paper, it should be one of your classmate's. This is what you did last year. Let's confirm that it's accurate before we move on.
Please take a moment to find the intercepts for each of the functions. How did you determine those? Think about it for a bit, share on your paper, then trade with your neighbor as we go through them as a class. For the graph, make sure you also put what you think the equation should be. We'll check those as well.
Then, at the end of the period, hand them in. As the teacher, I will take your work and hand it off to the Integrated 3 team and, next year, you will be working on the back side. Doesn't that look hard?! Well, because of the work you've done today and last year, the goal is to make that easier.
Go ahead, class, turn them in. Make sure your name is in the middle section where it gives you the option!
How did you determine those? Just think about it for a bit, share on your paper, then trade with your neighbor as we go through them as a class. For the graph, make sure you also put what you think the equation should be. We'll check those as well.
Then, at the end of the period, hand them in. As the teacher, I will take your work and hand it off to the Integrated 2 team and, next year, you will be working on the bottom half. Doesn't that look hard?! Well, because of the work you've done today, the goal is to make that easier.
Go ahead, class, turn them in. Make sure your name is at the top!
On the bottom half, the students in Integrated 2 will again find the intercepts, but this time for quadratic functions. Before they do that, though, the class will go over the top half.
Hey, remember last year when you found intercepts of linear functions? NO?! What?! Well here (passes out papers), take a look at the work you and your classmates did last year. Even if it is't your paper, it should be one of your classmate's. This is what you did last year. Let's confirm that it's accurate before we move on.
Please take a moment to find the intercepts for each of the functions. How did you determine those? Think about it for a bit, share on your paper, then trade with your neighbor as we go through them as a class. For the graph, make sure you also put what you think the equation should be. We'll check those as well.
Then, at the end of the period, hand them in. As the teacher, I will take your work and hand it off to the Integrated 3 team and, next year, you will be working on the back side. Doesn't that look hard?! Well, because of the work you've done today and last year, the goal is to make that easier.
Go ahead, class, turn them in. Make sure your name is in the middle section where it gives you the option!
After introducing cubic functions, the same progressions paper gets handed back to the students in Integrated 3. On the paper, students will complete the back side to find the intercepts for cubic functions. Before they do that, though, the class will go over the front side.
Hey, remember last year when you found intercepts of quadratic functions? NO?! What?! Well here (passes out papers), take a look at the work you and your classmates did last year and the year before. Even if it is't your paper, it should be one of your classmate's. This is what you did last year. Let's confirm that it's accurate before we move on.
Please take a moment to find the intercepts for each of the functions. How did you determine those? Think about it for a bit, share on your paper, then trade with your neighbor as we go through them as a class. For the graph, make sure you also put what you think the equation should be. We'll check those as well.
Then, at the end of the period, we are going to reflect on the progression from linear intercepts to quadratic and now cubic. As you can see, they all have a common theme and can be solved in similar ways. Pretty cool, eh? YEAH!
Go ahead, class, turn them in. Make sure your name is on the back before you pack it up for the day.
Hey, remember last year when you found intercepts of quadratic functions? NO?! What?! Well here (passes out papers), take a look at the work you and your classmates did last year and the year before. Even if it is't your paper, it should be one of your classmate's. This is what you did last year. Let's confirm that it's accurate before we move on.
Please take a moment to find the intercepts for each of the functions. How did you determine those? Think about it for a bit, share on your paper, then trade with your neighbor as we go through them as a class. For the graph, make sure you also put what you think the equation should be. We'll check those as well.
Then, at the end of the period, we are going to reflect on the progression from linear intercepts to quadratic and now cubic. As you can see, they all have a common theme and can be solved in similar ways. Pretty cool, eh? YEAH!
Go ahead, class, turn them in. Make sure your name is on the back before you pack it up for the day.
The goal of these progressions are to make it easier for students to recall (quickly) that they have in fact learned something before. It drives me bonkers to hear that kids have never seen the Pythagorean Theorem when I know it was taught in previous years. Or function tables. Or fractions. Or ANYTHING. Rather than blaming each other for not teaching something because we have a forgetful conduit, let's build something that will help kids remember. It isn't fancy. There is no technology. This is on purpose because I want all teachers to see it and think they can do it.
That is the goal of these.
So now, I'm interested in your thoughts. Do you see these as useful? How can they be improved?
Happy "Progress" Fishing
That is the goal of these.
So now, I'm interested in your thoughts. Do you see these as useful? How can they be improved?
Happy "Progress" Fishing
RSS Feed
