For my final teaching experiment, I selected the “Pass the Problem” formative assessment activity. I designed this task as an introduction to linear inequalities, with the intent that students would make connections with their prior knowledge of inequalities in one variable and linear equations. The content goals of the task were for students to identify differences between linear inequalities and inequalities in one variable, and to construct arguments explaining how they thought about and demonstrated graphing linear inequalities. I formatted the task so that students had about 15 minutes to explore the problems with a partner, 15 minutes to interpret and add to the work of another pair, and 10 minutes to discuss the problems as a class.
0 Comments
In this activity, the students will work in pairs to apply their knowledge of inequalities in one variable and linear equations to "figure out" how to graph linear inequalities. The purpose of the activity is for the students to explore challenging new material and to examine and explain the work of others. By examining and explaining what others may have been thinking, the students can deepen their own understanding of the new material. Their focus should be on both figuring out the problems and understanding the thinking of others. Because other students will be reading their work, they should explain their thought process as much as possible. It is okay to be wrong. I do not expect them to know exactly how to solve the problems, but I do expect them to take what they have learned about linear equations and inequalities in one variable so far and try to figure out what they can.
Common Core State Standards:
Standards for Mathematical Practice:
For my third teaching experiment, I chose to implement the Matching Representations Card Sort activity with my two seventh grade Algebra classes as a conclusion to our unit on Linear Equations. I selected this task because I had observed that my students were proficient at identifying the slope and y-intercept in a single representation, but struggled to identify these connections between different representations. My hope in selecting this task was that my students would solidify their understanding of how these connections can be seen across representations and improve their ability to calculate slope given different pieces of information. Our quiz on linear is set for the next class period, and many of the skills practiced in this lesson will be important in their success on the assessment.
|
Teaching ExperimentsExperimental lessons used to assess students' mathematical understanding and make instructional decisions. Archives
March 2016
Categories |