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

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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

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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?

## Day 46: The One with the Waterfall

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Curriculum Partner and I try to think of a classroom structure where kiddos can work together, but have some control over their pacing while dealing with a subject (slope and slope triangles) that some have seen and know well while some others just need to practice. We decide on homogenous groups where kiddos can move at their own pace and where sometimes skip students on to more challenging problems.

When We Patent* Our Curriculum, we will refer to this as “the Waterfall”. It will make us millions.

Photo: Slope calculations, thinking and an artistic pencil sharpening.What do you notice? What do you wonder?

*We will never patent a curriculum. But if we did…

## Day 44: The One With Slope Triangles

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Fresh off the college trip, we come back to a reading guide on slope and slope triangles. It really hits me this time that slope triangles are a more visual way to see slope, a way to break down what growth means, and to look at unit slope in order to compare slopes.

Photo: the reading guide on slope and slope triangles.

What do you notice? What do you wonder?