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912Algebra_REI_LinearInequalities_Worksheet_Critique

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This task is created for algebra students learning linear inequalities. A word problem and inequality derived from the problem are given, along with three sample solutions. The work helps to correct misconceptions on understanding what the inequality means, how to translate it into words, and how to change the inequality sign. Students are to critique each sample solution and provide a claim, evidence, and warrants.

Microsoft Word version: 912Algebra_REI_LinearInequalities_Worksheet_Critique

PDF version: 912Algebra_REI_LinearInequalities_Worksheet_Critique

912Algebra_REI_LinearInequalities_ExitSlip_ExitSlip

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This exit slip is created for algebra students to determine knowledge of linear inequalities. Through four problems, students are to write, solve, and graph each question. The problems address creating an inequality from a statement and increase in difficulty.

Microsoft Word version: 912Algebra_REI_LinearInequalities_ExitSlip_ExitSlip

PDF version: 912Algebra_REI_LinearInequalities_ExitSlip_ExitSlip

912Algebra_IF_Functions_Worksheet_Construct

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This task was used in an Algebra 2 classroom. The objective was for students to determine if a table of values represented an increasing or decreasing linear function. Students are presented with two tables of values and a situation where one student argues that one table is increasing while the other claims it is decreasing. Students are asked to take a position and write a mathematical argument to support their claim.

Microsoft Word version: 912Algebra_IF_Functions_Worksheet_Construct_1

PDF version: 912Algebra_IF_Functions_Worksheet_Construct_1

912Algebra_SSE_GeometricSequences_Worksheet_ConstructCritique

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This worksheet is created for algebra students learning geometric sequences. A geometric sequence is given and students are asked to write the explicit formula. Two sample answers are given, where the first term and common ratio are mixed up, and students are to critique the answers. Sentence starters are provided with argumentation language to support the use of a claim, evidence, and warrants in the creation of the critique.

Microsoft Word version: 912AlgebraSSE_GeometricSequences_Worksheet_ConstructCritique

PDF version: 912AlgebraSSE_GeometricSequences_Worksheet_ConstructCritique

912Algebra_IF_Functions_Warmup_Construct_FunctionsWarmup

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This task is given to algebra students working on recognizing functions given an expression. This is designed as a warmup, and can act as a way to get students to start thinking about what makes an expression a function. This may offer a nice starting point to a discussion about identifying domain before determining if a relationship is a function.

Microsoft Word version: 912Algebra_IF_Functions_Warmup_Construct_FunctionsWarmup

PDF version: 912Algebra_IF_Functions_Warmup_Construct_FunctionsWarmup

912Algebra_IF_Functions_TalkFrame

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A template of the talk frame was used to plan a lesson for algebra students studying functions. The emphasis is on the connection between mapping and graphing ordered pairs to determine if they create a function. Students are given a problem in which they must critique a suggested answer and create a mathematical argument.

Microsoft Word version: 912Algebra_IF_Functions_TalkFrame

PDF version: 912Algebra_IF_Functions_TalkFrame

912Algebra_IF_Functions_Worksheet_ConsructCritique

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This Talk Frame was also used as a formative assessment within the Functions unit of Algebra 1. The focus was on students’ thought process and understanding of a function using multiple representations. The objective was to emphasize a global understanding of functions as the unit progressed.

Microsoft Word version: 912Algebra_IF_Functions_Worksheet_ConsructCritique

PDF version: 912Algebra_IF_Functions_Worksheet_ConsructCritique

912Algebra_IF_Functions_Worksheet_Construct

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This task is created for algebra students learning about functions. Students are asked to prove that the given ordered pairs create a function and are given two sample responses, one proving so by mapping the function and the other by creating a table. Students are asked to create a mathematical argument as to which response they agree with.

Microsoft Word version: 912Algebra_IF_Functions_Worksheet_Construct

PDF version: 912Algebra_IF_Functions_Worksheet_Construct

912Algebra_IF_Functions_Assessment_Construct

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This task is designed as an assessment for algebra students studying functions. Students are given a table, mapping, graph, and set of ordered pairs. Students must recognize which representation does not show a function and provide a justification as to why each is either a function or not a function. The task addresses common misunderstandings in which students believe no y-value can be repeated and no x-value can go to the same value for the y-value. Space is provided for student justifications.

Microsoft Word version: 912Algebra_IF_Functions_Assessment_Construct

PDF version: 912Algebra_IF_Functions_Assessment_Construct