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<h3>Lesson Narrative</h3>
<p>This lesson focuses on the many ways that students will use information to write linear equations. Students will review writing linear equations given two points, a slope and a point, and the slope and \(y\)-intercept. Students will also become more comfortable using the point-slope form and slope-intercept form. Additionally, students will focus more on creating a table of values from a verbal description as well as using a table of values to then write a linear equation.</p>
<h4>Learning Goals (Teacher Facing)</h4>
<ul>
<li> Write linear equations given two points or a slope and point. </li>
<li> Make a table of values to represent a verbal description. </li>
<li> Write an equation from a table of values. </li>
</ul>
<h4>Learning Targets (Student Facing)</h4>
<ul>
<li> Write equations from a point and slope. </li>
<li> Write equations from two points. </li>
<li> Write equations from a verbal description. </li>
<li> Write equations from a table. </li>
</ul>
<table class="os-raise-textheavytable">
<caption>
Texas Essential Knowledge and Skills (TEKS)
</caption>
<thead>
<tr>
<th scope="col">TEKS</th>
<th scope="col">Explanation of Coverage</th>
</tr>
</thead>
<tbody>
<tr>
<td>
A1(A) apply mathematics to problems arising in everyday life, society, and the workplace
</td>
<td>
Math process coverage: Lesson provides content that supports this TEKS.
</td>
</tr>
<tr>
<td>
A1(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
</td>
<td>
Math process coverage: Lesson provides content that supports this TEKS.
</td>
</tr>
<tr>
<td><p>A2(C) write linear equations in two variables given a table of values, a graph, and a verbal description</p></td>
<td><p>Full coverage: Lesson provides content that covers all parts of this TEKS.</p></td>
</tr>
</tbody>
</table>
<br>
<h4>Lesson Activities</h4>
<p>Here are the instructional activities for the lesson:</p>
<ul>
<li> 1.13.1: Writing Linear Equations </li>
<li> 1.13.2: Creating Tables from Verbal Descriptions </li>
<ul>
<li aria-level="2"> 1.13.2: Self Check </li>
<li aria-level="2"> 1.13.2: Additional Resources </li>
</ul>
<li> 1.13.3: Matching Tables, Equations, and Graphs </li>
<ul>
<li aria-level="2"> 1.13.3: Self Check </li>
<li aria-level="2"> 1.13.3: Additional Resources </li>
</ul>
<li> 1.13.4: Creating a Table from an Equation </li>
</ul>
<p>Students will also complete a series of problems in the 1.13.5: Practice.</p>
<h4>Required Materials</h4>
<p>Blackline Masters - <a href="https://k12.openstax.org/contents/raise/resources/3be908da742d5d6de02d0d8af33cf276e5d18b25" target="_blank">1.13.3 Card Sort</a></p>
<h4>Required Preparation</h4>
<p>Copy and Cut 1.13.3 Card Sort blackline masters, enough for each pair of students.</p>
<h4>Lesson Vocabulary</h4>
<p>During this lesson, it is important to:</p>
<ul>
<li> Familiarize students with the vocabulary words they will see throughout the lesson. Encourage students to look for these words and notice their use and meanings. </li>
<li> Encourage students to use key vocabulary words in “math talk” and their written and oral explanations. </li>
<li> Utilize a word wall. Sample cards are located here: <a href="https://k12.openstax.org/contents/raise/resources/8ed3aa68763498713b44d3c2e537ffe61b4755f0&sa=D&source=docs&ust=1690428247117638&usg=AOvVaw0fVzvfb-aWjM6qc7Tj_Km_" target="_blank">Mathematics Vocabulary Word Wall Cards</a>. </li>
</ul>
<p>Vocabulary words that are emphasized in this lesson include:</p>
<table class="os-raise-textheavytable">
<thead>
<tr>
<th scope="col"> Previous Vocabulary </th>
<th scope="col"> New Vocabulary </th>
</tr>
</thead>
<tbody>
<tr>
<td><ul>
<li> linear equation </li>
<li> slope </li>
<li> point-slope form </li>
<li> slope-intercept form </li>
</ul></td>
<td><ul>
<li> none </li>
</ul></td>
</tr>
</tbody>
</table>
<br>
<p>To support newcomers or students identified at the beginning level of language proficiency, share the following Quizlet links to help students gain an understanding of the academic vocabulary. Use the Spanish versions to anchor student understanding before bridging to the English versions. </p>
<ul>
<li><a href="https://quizlet.com/879158409/raise-unit-1-spn-vocabulary-flash-cards/?i=5eauv9&x=1jqt" target="_blank">Unit 1 Spanish Vocabulary</a></li>
<li><a href="https://quizlet.com/879586040/raise-unit-1-vocabulary-flash-cards/?i=5eauv9&x=1jqt" target="_blank">Unit 1 Vocabulary</a></li>
</ul>
<br>
<br>
<h4>Support for English Language Learners</h4>
<p>Throughout this lesson, activities are incorporated that align to the following ELPS. The suggested activities are only a sampling of the types of support and scaffolding that can extend the learning for English language learners. Continue to find additional opportunities as you build your own set of ELL learning routines.</p>
<ul>
<li> ELPS 2(A) distinguish sounds and intonation patterns of English with increasing ease </li>
<li> ELPS 2(B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters </li>
<li> ELPS 3(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible </li>
<li> ELPS 4(A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words </li>
<li> ELPS 5(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English </li>
</ul>
<br>
<h4>Support for Building Character</h4>
<p>Throughout this unit, find ways to encourage and support students to work on cultivating their <strong>social intelligence</strong>.</p>
<p>Here are some tips to try during this lesson:</p>
<ul>
<li> <a href="https://characterlab.org/tips-of-the-week/alter-ego/" target="_blank">Alter Ego</a> </li>
<li> <a href="https://characterlab.org/tips-of-the-week/longing-to-belong/" target="_blank">Longing to Belong</a> </li>
</ul>
<p>You can find other tips located here in the <a href="https://characterlab.org/playbooks/social-intelligence/" target="_blank">Playbook on Social Intelligence</a> from Character Lab.</p>