One of the weaknesses of the curriculum we wrote for the school year is that it mostly focuses on graphing in the first quadrant. As I was reminded while writing and pulling activities for this summer, that’s where many of the “real world” problems are. (I know, I know. Not all math needs to be “real world”)
Fortunately (and as a reminder to my future self), problems with money and days can extend into work with negative numbers. My Summer Planning Partner also came up with the idea of using a 4-quadrant axes regardless of where the numbers fall (at some point, School Year Planning Partner and I made the decision to print 1st quadrant graphs so that kiddos could focus on bigger, more easy to see points. Maybe I regret that?)
Photo: Because we didn’t put in a table to scaffold, one (some times distracted) kiddo wrote their own work on the bottom, then made the graph without much prompting at all.
What do you observe? What do you wonder?