Page 128 - IM_Algebra2_FL Print Sample.pdf

Instructional Routines
• Information gap cards
What: These activities are set up for students to have a dialog in a speci c way. In an Info Gap, one student partner gets a question card with a math question that doesn’t have enough given information, and the other partner gets a data card with information relevant to the problem on the question card. Students ask each other questions like “What information do you need?” and are expected to explain what they will do with the information. The rst few times students engage in these activities, the teacher should demonstrate, with a partner, how the discussion is expected to go. Once students are familiar with these structures, less set-up will be necessary.
Why: This activity structure is designed to strengthen the opportunities and supports for high-quality mathematical conversations. Mathematical language is learned by using mathematical language for real and engaging purposes. These activities were designed such that students need to communicate in order to bridge information gaps. During e ective discussions, students should be supported to do the following: pose and answer questions, clarify what is asked and happening in a problem, build common understandings, and share experiences relevant to the topic.
Launch
Tell students they will represent sequences in di erent ways. Explain the info gap structure, and consider demonstrating the protocol if students are unfamiliar with it. For this info gap, three sets of cards are provided, so that you can demonstrate with one set, leaving two remaining sets so that each student has a chance to work with both the problem card and the data card.
Arrange students in groups of 2. In each group, distribute a problem card to one student and a data card to the other student. After you review their work on the rst problem, give them the cards for a second problem and instruct them to switch roles.
Student Task Statement
Your teacher will give you either a problem card or a data card. Do not show or read your card to your partner.
Unit 1 Lesson 6: Representing Sequences 63