Page 105 - IM_Algebra1_FL Print Sample.pdf

Notice groups that create displays that communicate their mathematical thinking clearly, contain an error that would be instructive to discuss, or organize the information in a way that is useful for all to see.
For students struggling to think of examples, these are some suggestions: Associated categories:
• Age groups and price of a movie ticket.
• High school grade and starting or not starting on a sports team. • Day of the week and wake up time (before 7am or after 7am).
Unassociated categories:
• Eye color and whether or not you sing in the chorus.
• Saltwater or freshwater sh tank and decorations in the tank or no decorations in the tank. • Favorite sport and whether or not you eat broccoli.
Instructional Routines
• Group presentations
Some activities instruct students to work in small groups to solve a problem with mathematical modeling, invent a new problem, design something, or organize and display data, and then create a visual display of their work. Teachers need to help groups organize their work so that others can follow it, and then facilitate di erent groups’ presentation of work to the class. Teachers can develop speci c questioning skills to help more students make connections and walk away from these experiences with desired mathematical learning. For example, instead of asking if anyone has any questions for the group, it is often more productive to ask a member of the class to restate their understanding of the group’s ndings in their own words.
Launch
Arrange students in groups of 2–4. Provide each group with tools for creating a visual display.
Discuss any expectations for the group presentation. For example, each group member might be assigned a speci c role for the presentation.
Student Task Statement
1. Work with your group to identify a pair of categorical variables you think might be associated and another pair you think would not be associated.
2. Imagine your group collected data for each pair of categorical variables. Create a two-way table that could represent each set of data. Invent some data with 100 total values to ll in each table. Remember that one table shows a possible association, and the other table shows no association.
38
Teacher Guide
Algebra