evaluation and reflection (SMP #2) Directions: Construct viable arguments and critique Put the students into groups of 2 or 3: the reasoning of others by requiring Provide students with students to explain and justify the Activity 2: Filling the Swimming Pool activity sheets. Each group needs one copy of the problem mathematics they used to determine the and graphs, but every student needs a copy of the tasks. water flow rates, and to defend their conclusions with mathematical ideas on Each group should complete tasks 1- 3 cooperatively. their individual activity sheets. Each group then should share their results with the class. (SMP #3) After class discussion, students should independently complete task 4. Attend to precision by requiring students NOTE: If the technology is available, this activity would lend to compute the water flow rates accurately itself well to being dropped into a computerized, interactive and efficiently, and to communicate their template that allows students to move a cursor along the graph of ideas precisely using meaningful, exact each line to determine unit rate, slope, and generally to compare mathematics vocabulary. how the water levels change as each swimming pool is filled (SMP #6) with water. Distribute one copy of to each student. Activity 2: Exit Pass Closure Ask them to place a checkmark next to the graphs which show a function that also represents a proportional relationship. Show the students one or more of the following videos describing the process of picking crab meat from a crab. Warm-up/Motivation for Provide written transcripts of videos for students who need them. Activity 3 Have the students read the following article to get background information with regard to crab picking competitions and the picking rate of champion crab pickers. Debrief afterwards and find the rates per minute of the two pickers. (Ruth = 0.26 lbs / min; Greg = 0.09 lbs / min)
evaluation and reflection Directions: Put the students into groups of 2 or 3: Provide students with Activity 2: Filling the Swimming Pool activity sheets. Each group needs one copy of the problem and graphs, but every student needs a copy of the tasks. Each group should complete tasks 1- 3 cooperatively. Each group then should share their results with the class. After class discussion, students should independently complete task 4. NOTE: If the technology is available, this activity would lend itself well to being dropped into a computerized, interactive template that allows students to move a cursor along the graph of each line to determine unit rate, slope, and generally to compare how the water levels change as each swimming pool is filled with water. (SMP #2) Construct viable arguments and critique the reasoning of others by requiring students to explain and justify the mathematics they used to determine the water flow rates, and to defend their conclusions with mathematical ideas on their individual activity sheets. (SMP #3) Attend to precision by requiring students to compute the water flow rates accurately and efficiently, and to communicate their ideas precisely using meaningful, exact mathematics vocabulary. (SMP #6) Closure Distribute one copy of Activity 2: Exit Pass to each student. Ask them to place a checkmark next to the graphs which show a function that also represents a proportional relationship. Warm-up/Motivation for Activity 3 Show the students one or more of the following videos describing the process of picking crab meat from a crab. Provide written transcripts of videos for students who need them. Have the students read the following article to get background information with regard to crab picking competitions and the picking rate of champion crab pickers. Debrief afterwards and find the rates per minute of the two pickers. (Ruth = 0.26 lbs / min; Greg = 0.09 lbs / min)