the process to ensure that students are maximizing this Implementation: opportunity. Consider The pre-assessment activity could be completed at the beginning of the lesson or providing the description of this the day before. The purpose of the pre-assessment is to determine if students have retained the necessary prior knowledge needed to complete this lesson. practice to the students. Specifically students need to extend a pattern, distinguish between linear and non-linear relationships, and write a linear relationship in symbolic form. Carefully planned observational is needed to identify any students who are not yet ready for the lesson. On page 16 you will find a tool that you may elect to use for making note of your observations. Facilitating the activity Group students into pairs (for the purpose of this lesson description, we will call one student and the “Student A” other “Student B”). Distribute the envelope to Student A in each pair. “Relationships” Distribute the the to Student B in each pair. “Follow Pattern” envelope Note: The the exercise gets a bit more difficult as “Follow Pattern” the chain progresses. This may allow for teachers to determine of understanding of how to complete a pattern based students’ level on where students have difficulty. Also note that the 1, 1, 2, 3, 5, 8, 1, patterns are 13, …, 1.618, 2.618, 4.236, 6.854, 11.09, … and the special patterns that could lend themselves to further exploration. Instruct all students to work independently to complete the activity in their envelope. When both students in a pair complete their respective activities, instruct them to check the work of their partner. Student pairs should provide their partner with viable arguments as to why they completed the activity the way they did. Arguments should be justified through the use of mathematical principles.
the process to ensure that students are maximizing this opportunity. Consider providing the description of this practice to the students. Implementation: The pre-assessment activity could be completed at the beginning of the lesson or the day before. The purpose of the pre-assessment is to determine if students have retained the necessary prior knowledge needed to complete this lesson. Specifically students need to extend a pattern, distinguish between linear and non-linear relationships, and write a linear relationship in symbolic form. Carefully planned observational is needed to identify any students who are not yet ready for the lesson. On page 16 you will find a tool that you may elect to use for making note of your observations. Facilitating the activity Group students into pairs (for the purpose of this lesson description, we will call one student “Student A” and the other “Student B”). Distribute the “Relationships” envelope to Student A in each pair. Distribute the “Follow the Pattern” envelope to Student B in each pair. Note: The “Follow the Pattern” exercise gets a bit more difficult as the chain progresses. This may allow for teachers to determine students’ level of understanding of how to complete a pattern based on where students have difficulty. Also note that the 1, 1, 2, 3, 5, 8, 13, …, and the 1, 1.618, 2.618, 4.236, 6.854, 11.09, … patterns are special patterns that could lend themselves to further exploration. Instruct all students to work independently to complete the activity in their envelope. When both students in a pair complete their respective activities, instruct them to check the work of their partner. Student pairs should provide their partner with viable arguments as to why they completed the activity the way they did. Arguments should be justified through the use of mathematical principles.
A1.U1.LP_.ExponentialRelationships_2_0.docx