2.5 making my point - utah education network · 2.5 making my point ... mathematics vision project...
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SECONDARY MATH I // MODULE 2
LINEAR & EXPONENTIAL FUNCTIONS – 2.5
Mathematics Vision Project Licensed under the Creative Commons Attribution CC BY 4.0 mathematicsvisionproject.org
2.5 Making My Point
A Solidify Understanding Task
ZacandSionewereworkingonpredictingthenumberofquiltblocksinthispattern:
Whentheycomparedtheirresults,theyhadaninterestingdiscussion:
Zac:Igot! = 6! + 1 becauseInoticedthat6blockswereaddedeachtimesothepatternmusthavestartedwith1blockatn=0.
Sione:Igot! = 6 ! − 1 + 7becauseInoticedthatatn=1therewere7blocksandatn=2therewere13,soIusedmytabletoseethatIcouldgetthenumberofblocksbytakingonelessthanthen,multiplyingby6(becausethereare6newblocksineachfigure)andthenadding7becausethat’showmanyblocksinthefirstfigure.Here’smytable:
1 2 3 n7 13 19 6 ! − 1 + 7
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SECONDARY MATH I // MODULE 2
LINEAR & EXPONENTIAL FUNCTIONS – 2.5
Mathematics Vision Project Licensed under the Creative Commons Attribution CC BY 4.0 mathematicsvisionproject.org
1. WhatdoyouthinkaboutthestrategiesthatZacandSioneused?Areeitherofthemcorrect?Whyorwhynot?Useasmanyrepresentationsasyoucantosupportyouranswer.
ThenextproblemZacandSioneworkedonwastowritetheequationofthelineshownonthegraphbelow.
Whentheywerefinished,hereistheconversationtheyhadabouthowtheygottheirequations:
Sione:Itwashardformetotellwherethegraphcrossedtheyaxis,soIfoundtwopointsthatIcouldreadeasily,(-9,2)and(-15,5).Ifiguredoutthattheslopewas-!!andmadeatableandcheckeditagainstthegraph.Here’smytable:
x -15 -13 -11 -9 n
f(x) 5 4 3 2
− 12 ! + 9 + 2
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SECONDARY MATH I // MODULE 2
LINEAR & EXPONENTIAL FUNCTIONS – 2.5
Mathematics Vision Project Licensed under the Creative Commons Attribution CC BY 4.0 mathematicsvisionproject.org
Iwassurprisedtonoticethatthepatternwastostartwiththen,add9,multiplybytheslopeandthenadd2.
Igottheequation:! ! = − !! ! + 9 + 2.
Zac:Hey—IthinkIdidsomethingsimilar,butIusedthepoints,(7,-6)and(9,-7).
Iendedupwiththeequation:! ! = − !! ! − 9 − 7.Oneofusmustbewrongbecauseyours
saysthatyouadd9tothenandminesaysthatyousubtract9.Howcanwebothberight?
2. Whatdoyousay?Cantheybothberight?Showsomemathematicalworktosupportyourthinking.
Zac:Myequationmademewonderiftherewassomethingspecialaboutthepoint(9,-7)sinceitseemedtoappearinmyequation! ! = − !
! ! − 9 − 7whenIlookedatthenumberpattern.NowI’mnoticingsomethinginteresting—thesamethingseemstohappenwithyourequation,! ! = − !
! ! + 9 + 2andthepoint(-9,2)
3. DescribethepatternthatZacisnoticing.
4. FindanotherpointonthelinegivenaboveandwritetheequationthatwouldcomefromZac’spattern.
5. Whatwouldthepatternlooklikewiththepoint(a,b)ifyouknewthattheslopeofthelinewasm?
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SECONDARY MATH I // MODULE 2
LINEAR & EXPONENTIAL FUNCTIONS – 2.5
Mathematics Vision Project Licensed under the Creative Commons Attribution CC BY 4.0 mathematicsvisionproject.org
6. Zacchallengesyoutousethepatternhenoticedtowritetheequationoflinethathasaslopeof3andcontainsthepoint(2,-1).What’syouranswer?
Showawaytochecktoseeifyourequationiscorrect.
7. Sionechallengesyoutousethepatterntowritetheequationofthelinegraphedbelow,usingthepoint(5,4).
Showawaytochecktoseeifyourequationiscorrect.
8. Zac:“I’llbetyoucan’tusethepatterntowritetheequationofthelinethroughthepoints(1,-3)and(3,-5).Tryit!”
Showawaytochecktoseeifyourequationiscorrect.
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SECONDARY MATH I // MODULE 2
LINEAR & EXPONENTIAL FUNCTIONS – 2.5
Mathematics Vision Project Licensed under the Creative Commons Attribution CC BY 4.0 mathematicsvisionproject.org
9. Sione:Iwonderifwecouldusethispatterntographlines,thinkingofthestartingpointandusingtheslope.Tryitwiththeequation:! ! = −2 ! + 1 − 3.Startingpoint:Slope:
Graph:
10. Zacwonders,“Whatisitaboutlinesthatmakesthiswork?”HowwouldyouanswerZac?
11. Couldyouusethispatterntowritetheequationofanylinearfunction?Whyorwhynot?
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SECONDARY MATH I // MODULE 2
LINEAR & EXPONENTIAL FUNCTIONS – 2.5
Mathematics Vision Project Licensed under the Creative Commons Attribution CC BY 4.0 mathematicsvisionproject.org
2.5 Making My Point– Teacher Notes
A Solidify Understanding Task
Purpose:Thisisthefirsttaskoftwothatfocusonunderstandingandusingvariousnotationsforlinearfunctions.Thetaskinvolvesstudentsinthinkingaboutacontextwherestudentshaveselectedtheindexintwodifferentways,thusgettingtwodifferent,butequivalentequations.Theideaisextendedsothatstudentscanseetherelationshipexpressedinpoint/slopeformoftheequationoftheline.CoreStandardsFocus:
A-SSE.1 Interpretexpressionsthatrepresentaquantityintermsofitscontext.a) Interpretpartsofanexpression,suchasterms,factors,andcoefficients.
A-SSE.6 Usethestructureofanexpressiontoidentifywaystorewriteit. A-CED.2 Createequationsintwoormorevariablestorepresentrelationshipsbetween
quantities;graphequationsoncoordinateaxeswithlabelsandscales.F-LE.5 Interprettheparametersinalinearorexponentialfunctionintermsofacontext.StandardsforMathematicalPracticeofFocusintheTask:
SMP2–Reasonabstractlyandquantitatively.
SMP7–Lookforandexpressregularityinrepeatedreasoning.
TheTeachingCycle
Launch(WholeClass):
Inprevioustasksstudentshaveworkedwithvisualpatternssuchastheoneinthistask.StartthelessonbytellingstudentsthatZacandSionehaveworkedtheproblemandcomeupwithtwodifferentanswers,whichtheyaretryingtoresolvewithsoundreasoning.Studentsneedtofigure
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SECONDARY MATH I // MODULE 2
LINEAR & EXPONENTIAL FUNCTIONS – 2.5
Mathematics Vision Project Licensed under the Creative Commons Attribution CC BY 4.0 mathematicsvisionproject.org
outhowZacandSionehavearrivedatdifferentequationsandwhoisrightthrougheachofthescenariosinthetask.
Explore(SmallGroup):
Monitorstudentsastheyworkthroughthetasktoseethattheyunderstandeachscenario.Inproblem#1,watchforstudentsthathavelabeledthefigurestomatchtheequations;eitherstartingwithn=0orn=1.Forproblems2-5,watchtoseethatstudentsarenoticingpatternsinhowthenumbersareusedintheequationandmakingsenseofthetables.
Discuss(WholeClass):
Bepreparedforthewholegroupdiscussionbyhavinglargeversionsofthefigurein#1readytobeused.AskastudenttoexplainthedifferencebetweenZacandSione’sequationsandwhytheybothmakesenseasmodelsforthefigures.Askastudenttoshowwhetherornotthetwoequationsareequivalent.
Movetothenextscenario,askingforverbaldescriptionsofthepatterntheynoticedin#3.Askforastudenttogivesomeexamplesofequationsthattheywrotefor#4usingthepattern.Ask,“Aretheequationsequivalent?Howdoyouknow?”Askforstudentstogivetheiranswerfor#4.Iftherearedifferencesinequationsamongthegroups,discussthedifferences.Finally,askstudentsforreasonswhythisrelationshipshouldholdforanylinearfunction.Afterdiscussingtheirreasons,offerthatthispatternisoftenusedasaformulaforwritingequationsandgraphinglinesandiscalledpoint/slopeformoftheequationofaline.Youmaywishtoshowthemthatthisformcanbederivedfromtheslopeformula:
! = !!!!!!!!
Withalittlerearranging:
! ! − !! = ! − !!
! = ! ! − !! + !!
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SECONDARY MATH I // MODULE 2
LINEAR & EXPONENTIAL FUNCTIONS – 2.5
Mathematics Vision Project Licensed under the Creative Commons Attribution CC BY 4.0 mathematicsvisionproject.org
Thefocusofthistaskisontheconnectionsbetweenrepresentationsandhowanypointcanbeusedtocreateanequation.Thisisthetaskforstudentstothinkaboutthisconcept.Thederivationisimportantbutmaycomelater.Foreachproblem,demonstratetheconnectionbetweenthestrategiesthatstudentsusedandtheslope/interceptformula.Afterthesethreeproblems,solicitanswersforquestion#10;whatisitaboutlinesthatcausethisconnection?Answersshouldincludetheideathattheconstantrateofchangemakesitpossibletostartatanypointonthelineandfindanotherpoint.Inthepast,studentshaveusedthey-interceptasthestartingpoint,butanyknownpointwillworkaswelltowriteanequationortographtheline.
AlignedReady,Set,Go:LinearandExponentialFunctions2.5
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SECONDARY MATH I // MODULE 2
LINEAR & EXPONENTIAL FUNCTIONS – 2.5
Mathematics Vision Project
Licensed under the Creative Commons Attribution CC BY 4.0
mathematicsvisionproject.org
2.5
READY Topic:Writingequationsoflines.
Writetheequationofalineinslope-interceptform:y=mx+b,usingthegiveninformation.
1.m=-7,b=4 2.m=3/8,b=-3 3.m=16,b=-1/5
Writetheequationofthelineinpoint-slopeform:y=m(x–x1)+y1,usingthegiveninformation.
4.m=9,(0.-7) 5.m=2/3,(-6,1) 6.m=-5,(4,11)
7.(2,-5)(-3,10) 8.(0,-9)(3,0) 9.(-4,8)(3,1)
READY, SET, GO! Name PeriodDate
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SECONDARY MATH I // MODULE 2
LINEAR & EXPONENTIAL FUNCTIONS – 2.5
Mathematics Vision Project
Licensed under the Creative Commons Attribution CC BY 4.0
mathematicsvisionproject.org
2.5
SET
Topic:Graphinglinearandexponentialfunctions
Makeagraphofthefunctionbasedonthefollowinginformation.Addyouraxes.Choosean
appropriatescaleandlabelyourgraph.Thenwritetheequationofthefunction.
10.Thebeginningvalueis5anditsvalueis3
unitssmallerateachstage.
Equation:
11.Thebeginningvalueis16anditsvalueis¼
smallerateachstage.
Equation:
12.Thebeginningvalueis1anditsvalueis10
timesasbigateachstage.
Equation:
13.Thebeginningvalueis-8anditsvalueis2
unitslargerateachstage.
Equation:
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SECONDARY MATH I // MODULE 2
LINEAR & EXPONENTIAL FUNCTIONS – 2.5
Mathematics Vision Project
Licensed under the Creative Commons Attribution CC BY 4.0
mathematicsvisionproject.org
2.5
GO Topic:Equivalentequations
Provethatthetwoequationsareequivalentbysimplifyingtheequationontherightsideofthe
equalsign.Thejustificationintheexampleistohelpyouunderstandthestepsforsimplifying.
YoudoNOTneedtojustifyyoursteps.
Example: Justification 2! − 4 = 8 + ! − 5! + 6 ! − 2 Add! − 5!anddistributethe6over ! − 2 = 8 − 4! + 6! − 12 Combineliketerms. = −4 + 2! 2! − 4 = 2! − 4 Commutativepropertyofaddition
14.! − 5 = 5! − 7 + 2 3! + 1 − 10!
15.6 − 13! = 24 − 10 2! + 8 + 62 + 7!
16.14! + 2 = 2! − 3 −4! − 5 − 13
17. ! + 3 = 6 ! + 3 − 5 ! + 3
18.4 = 7 2! + 1 − 5! − 3 3! + 1
19.! = 12 + 8! − 3 ! + 4 − 4!
20.Writeanexpressionthatequals ! − 13 . Itmusthaveatleasttwosetsofparenthesesandoneminussign.Verifythatitisequalto ! − 13 .
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