The One Where the Equation Pushes the Representations

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In our abbreviated summer program, we’re going through linear functions. Kiddos are great at tables and pretty good at graphs. So now it’s on to using equations to generate those representations.

I feel like we could probably push more on what the different parts of the equation mean (slope, y-intercept) and I almost wish we were doing more with really big numbers (to make using an equation worth it rather than just counting or multiplying), but it feels important to build intuition around how to use linear functions and equations.2017-06-29 13.52.56-2

Photo: Student work. What do you observe? wWhat do you wonder?

The One with Realish Data

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We are trying to align our curriculum to the biology curriculum, which has to do with waste management. For our Friday Project Page, we find a few interesting graphs from an actual report. One kiddo asks what MSW is and I have to google it during first period (Municipal Solid Waste, in case you were wondering). I wonder whether the tables and language might have been just a bit too academic, but #IRegretNothing (well, I don’t regret much)2017-06-23-14-50-28.jpgPhoto: Data and graph. Gotta revise those axes.

What do you observe? What do you wonder?

Day 51: The One With the Linear Equation Posters

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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.2016-10-27-18-28-11What do you notice? What do you wonder?

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.img_20161024_084234What do you notice? What do you wonder?