## Day 53: The One with the Linear Equations Group Test

### Image

I always feel somewhat uncertain of exactly how to assign grades/frame group tests. Especially by the end of the day when the kiddos are done and I am done.

That being said, this group got off to a slow start (one group member almost didn’t want to even think of ways to help the group for the opening) and with a little prodding (saying the good things they were doing, showing a lower grade and saying they could easily get a better one, pushing group members who are good at asking questions), got to this stage, where they’re mostly all talking and working in the center of the table.

(Slightly fuzzy because one kiddo was photo-shy and I had to zoom in).

What do you notice? What do you wonder?

## Day 52: The One With the Equations and Representations

### Image

Another short day for the Halloween Dance and some vertical alignment and portfolios planning. We put the kiddos into partners (generally the same partner from yesterday) and had them read an equation, identify slope and y-intercept and then make a graph.

As it’s practice, it still takes a bit of time. I noticed that one of the kiddos was in a mood and needed a bit of alone time. So I had him sit and do a reflection. On his own, he asked how to do the first one and tried to solve problems, which was about as much as he usually does. So I think I’m ok with that decision.

## Day 51: The One With the Linear Equation Posters

### Image

After the surprise challenge of yesterday’s representations and equations, I was looking forward to having the kiddos make posters about linear representations. And it turned out to be a pretty cool day. I ended up taking photos of all the posters (for another learning community that I’m part of) but the one that stuck with me most was the scratch paper that some kiddos used to try and explain their idea to other kiddos. So much good conversation and group work (mostly). And lots of learning/releaning of important concepts.What do you notice? What do you wonder?

## Day 50: The One Where We Use Representations to Make Equations

### Image

Partner task where students use a representation (words, table, graph, pattern) to generate an equation. We pulled this from the curriculum 2 years ago, which was probably pulled from the District curriculum. We also added on the “Next, make the…” new representation, which was probably unnecessary.What do you notice? What do you wonder?

## Day 49: The One with General Sherman

### Image

October is a wonky month. I vaguely recall one planning period 2 years ago where I spent a lot of time googling General Sherman, a giant tree. We wrote a reading guide about it to illustrate the idea of the y-intercept. As it turns out, I rather enjoy it 2 years later, especially the part where I got to draw trees on everyone’s paper and underline and annotate answers.

What do you notice? What do you wonder?

## Day 48: The One Where We Explain Slope to Each Other

### Image

We’re heavily borrowing structures and curriculum from the last time we taught this course 2 years ago and I’m totally OK with that. One of those structures is the Explain to Each Other where students try to solve a problem and then explain it to a group with a different problem. The emphasis today is on finding the slope in a linear equation, given an equation and the option to make a table and a graph.What do you notice? What do you wonder?

## Day 47: The One with the Slope Triangles

### Image

We rotate the kiddos through stations, where they take different linear graphs and calculate the slope. We are challenged at every turn by trouble reading graphs – are we counting numbers or squares? We start to make connections between different-sized slope triangles on the same line.

What do you notice? What do you wonder?