When groups begin to finish, bring the whole class back together for group presentations of the information. Have different groups present different of the worksheet. “parts” Remind students listening to ask good questions. Have a wrap-up discussion with the whole class after the presentations about their previous misconceptions and recent findings of slope and rate of change. Guiding Questions: Discussion with students in groups when heading down the wrong path (#4 above): the the x- or y-axis was “What if table/graph was larger?” “What if extended?” the table that was make a table of the graph “Can you graph given?” “Can you that was given?” rate of change be positive/negative for an “Should increasing/decreasing graph?” Discussion with whole class during presentations of information learned (#5 above): group said that “Why is because my ?” the rate of a quadratic function the “Is always decreasing then increasing?” “Is rate of a linear or piece-wise function always increasing?” Discussion with whole class after presentations (#6 above): rate of change the same for ALL “Is functions?” functions have similar concepts with rate of “What change?” of rate of change in the “Give examples real world.” you use this activity to help your knowledge with rate of change in the “How can real world?” predictions can you make about rate of change for particular “What functions?” ALGEBRA I UNIT 5 Name: – _________________________________ PART I: Linear Rate of Change Given the graph below of a linear function f(x), compare the quantities in the table and decide if the quantities are less than, greater than, or equal.
When groups begin to finish, bring the whole class back together for group presentations of the information. Have different groups present different “parts” of the worksheet. Remind students listening to ask good questions. Have a wrap-up discussion with the whole class after the presentations about their previous misconceptions and recent findings of slope and rate of change. Guiding Questions: Discussion with students in groups when heading down the wrong path (#4 above): “What if the table/graph was larger?” “What if the x- or y-axis was extended?” “Can you graph the table that was given?” “Can you make a table of the graph that was given?” “Should rate of change be positive/negative for an increasing/decreasing graph?” Discussion with whole class during presentations of information learned (#5 above): “Why is because my group said that ?” “Is the rate of a quadratic function always decreasing then increasing?” “Is the rate of a linear or piece-wise function always increasing?” Discussion with whole class after presentations (#6 above): “Is rate of change the same for ALL functions?” “What functions have similar concepts with rate of change?” “Give examples of rate of change in the real world.” “How can you use this activity to help your knowledge with rate of change in the real world?” “What predictions can you make about rate of change for particular functions?” ALGEBRA I – UNIT 5 Name: _________________________________ PART I: Linear Rate of Change Given the graph below of a linear function f(x), compare the quantities in the table and decide if the quantities are less than, greater than, or equal.