construct

912Algebra_CED_LinearFunctions_Worksheet_Construct_Steepness

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This activity was used in an Algebra 2 class. It was used at the beginning of the linear functions unit after students learned about slope. Students worked in small groups to determine the steepness of the given segments. The activity was designed with questions that were scaffolded in order to help students dig deeper into their mathematical reasoning. The lesson was also used as a way to get students familiar with showing their “evidence” and supporting their “evidence” with important math ideas, i.e. “warrants”

Microsoft Word version: 912Algebra_CED_LinearFunctions_Worksheet_Construct_Steepness

PDF version: 912Algebra_CED_LinearFunctions_Worksheet_Construct_Steepness

912Algebra_SSE_ArithmeticSequences_Worksheet_ConstructCritique

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Algebra students are asked to use their knowledge of arithmetic and geometric sequences to critique two student answers. Students must identify and agree with a solution and construct an argument using sentence starters. The task then asks students to justify their selection using mathematical language and argumentation and supplies a checklist to remind students to provide a claim, evidence, and warrant.

Microsoft Word version: 912Algebra_SSE_ArithmeticSequences_Worksheet_ConstructCritique

PDF version: 912Algebra_SSE_ArithmeticSequences_Worksheet_ConstructCritique

912Algebra_IF_ParPerpLines_Worksheet_Construct_ParallelandPerpendicularMatchingActivity

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This activity was used in an Algebra 2 classroom. The objective was for students to demonstrate how to determine if linear functions are parallel or perpendicular. The activity was developed for students to work in groups in a hands-on way while using multiple representations (graphs, equations, tables of values) of linear functions. First, students have to find the slope of each linear function then match them as parallel or perpendicular. This activity also serves as a review of how to find the slope from a graph, an equation and a table of values. Students are then given two specific linear functions and asked to show why they are either parallel, perpendicular or neither. The final task if for students to write a mathematical argument in which they must use the definitions of parallel and perpendicular lines to support their claim using the work they have previously done as their evidence.

Microsoft Word version: 912Algebra_IF_ParPerpLines_Worksheet_Construct_ParallelandPerpendicularMatchingActivity

PDF version: 912Algebra_IF_ParPerpLines_Worksheet_Construct_ParallelandPerpendicularMatchingActivity

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912Algebra_IF_Functions_Worksheet_Construct_InversesTalkFrame

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This task was designed for 9th-12th graders in Algebra 2, but could be used in Algebra 1. The task was used during the unit on inverses to show inverses with multiple representations and to clarify the idea of what an inverse function is. Students struggled with the algebraic representation of an inverse because of their algebraic skills. The task required them to defend, with an argument, which of the 3 claims were correct.

Microsoft Word version: 912Algebra_IF_Functions_Worksheet_Construct_InversesTalkFrame

PDF version: 912Algebra_IF_Functions_Worksheet_Construct_InversesTalkFrame

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_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