Mid-Unit Assessment Day

The main goal for today was to give everybody a chance to demonstrate their learning so far this unit on our mid-unit assessment.

Part 1:  Do Now

• Use DESMOS to make a graph that shows the price plan for each of the three different DJ's.  Think carefully about how to set the values for the x and y axes.
• Write a question that you could answer by looking at the graph.

Part 2: Mid-Unit Assessment

As you do the assessment remember to think about the connection between tables, graphs, and equations as well as how to determine the rate of change and the starting value using each representation.

Part 3: Swipe, Split, Flip

This is a fun logic game that we will play today.  If you need a review of the objective and the rules, watch the slideshow below:

What you MUST do before next class:

• Complete all Swipe, Split, Flip challenges.  Remember to do the following:
• Draw a picture of your "solution".
• Briefly record your steps.
• Glue the pages in your workbook.

2.3 More Comparing Relationships

Focus question:

How can we decide if a table, graph, or equation represents a linear relationship?  What does it mean when two linear relationships intersect?

Part 1: Do Now

1. Have your two screenshots from last class ready on your computer.  We will have one person share their "triangle graph" and one person share their "non-triangle graph".  Be prepared to share your thinking.
2. Complete the "Linear Relationships Matching Activity".  For each story you need to do the following:

• As you read the story try to decide what the "rate of change" and "starting position" are.
• Determine which table goes with the story.
• Determine which graph goes with the story.
• Write an equation in y = mx + b format using the rate of change and starting value for the story.

Part 2:  Vocabulary

This lesson introduces some even more formal math vocabulary that mathematicians use when describing linear relationships.  These words are:

• y-intercept
• coefficient
• solution

Read through your textbook with your table group from page 32-33 and complete the note table.  Glue this into your notebook.

Part 3: Comparing Costs

In this part of the lesson you are going to continue the work from last class where we are going to look at the pricing plans for three different T-shirt companies and try to decide when each company represents the better value.  Remember that when looking at a linear relationship the two most important things to identify are the STARTING VALUE and the RATE OF CHANGE.

Here is what you MUST do before next class:

• Complete 2.3 More Comparing Relationships Notes (this should have been completed in class)
• Complete 2.3 Comparing Costs (this also should have been completed in class)
• ACE (4,5,6,7)....remember that Desmos is your friend when it comes to analyzing relationships.

2.1 and 2.2 Comparing Relationships

Focus Question: 
How can we use tables, graphs, and equations to compare linear relationships?

Part 1:
In this lesson, we are going to focus on how to use different representations in order to determine the distance were two brothers meet in a race.

Here is the set-up:

Henri challenges his older brother Emile to a race.  Because Emile’s walking rate is faster, Emile gives Henri a 45-meter head start.  Emile wants the race to end in a tie.

What distance should the race be so that the race ends in a tie?

In order to better understand how we can use the various representations to help us tackle this problem, work through the attached activity.

Here is what you MUST do before next class:

• Finish parts 2 & 3 of the attached activity (Block E only)
• ACE (2,3) p. 38
• Desmos HW: 
• Discover three equations whose graphs will intersect to form a triangle.  Take a screenshot of your graph and equations.
• Discover three equations whose graphs will NOT intersect to form a triangle.  Take a screenshot of your graph and equations.

1.2 and 1.3 Looking at Linear Relationships

Here is what you MUST do before next class:

• Finish the handouts given in class.  There are four of them and they should all be glued into your notebook.
• ACE (6,24)

1.1 Walking Marathons

Focus Question:

How can we write an equation to represent our own constant walking rate?

Part 1:

In this part of the lesson, we will conduct a mini-experiment in order to determine your average walking rate over a distance of 10 meters.  You will then use this walking rate to determine how far you can walk in a given amount of time.  Here is what you will need to do:

• Designate one person in your group to be the timer.  This person will be responsible for starting and reading out times.
• After each of your three trials, you will need to record your time in the table provided.
• After you have completed all three trials, you will need to find the average, or mean, of your three trials.  You can round your final answer to the nearest half-second.

Part 2:

In this part of the lesson, you will determine your walking unit rate, and then use that rate to complete a rate table, make an equation, and draw a line graph as multiple ways of representing your walking rate.

Here is what you MUST do before next class:

• Finish the "1.1 Walking Rates" handout.  This should be glued into your squarebook.
• Complete ACE (1,2) (16,18) starting on page 16.