Page 85 - IM_Algebra1_FL Print Sample.pdf

Why: The purpose is to lower the bar for entry into a mathematical task for all students with these two low-stakes questions; by thinking about them and responding, students gain entry into the context and might get their curiosity piqued. Taking steps to become familiar with a context and the mathematics that might be involved is making sense of problems (MP1).
Launch
Tell students that their job is to think of at least one thing they notice and at least one thing they wonder. Display the two-way table for all to see. Give students 1 minute of quiet think time, and then 1 minute to discuss the things they notice with their partner, followed by a whole-class discussion.
Student Task Statement
Several adults in a school building were asked about their highest degree completed and whether they were a teacher.
What do you notice? What do you wonder?
teacher
not a teacher
associate degree
4%
16%
bachelor degree
52%
64%
master degree or higher
44%
20%
Student Response
Things students may notice:
• The columns sum to 100%.
• Most teachers have a bachelor degree or higher.
• 20% of the adults who are not teachers have a master degree or higher.
Things students may wonder:
• Why does the bachelor degree row sum to greater than 100%?
• How many people were asked these questions?
• Are there more non-teachers with bachelor degrees or teachers with bachelor degrees?
Activity Synthesis
Ask students to share the things they noticed and wondered. Record and display their responses for all to see. If possible, record the relevant reasoning on or near the image. After all responses have been recorded without commentary or editing, ask students, “Is there anything on this list that you are wondering about?” Encourage students to respectfully disagree, ask for clari cation or point
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Teacher Guide Algebra