Great conversations about writing 5 9, 6 feet, 5 1/2 feet, 5 ft 6 in, and the proper math symbols and punctuation as you wrote it 5'9". You transitioned from "little line thingy" to apostrophe and we got our quotation mark double 2 finger salute to doctor evil.
Reasoning was great. Some of you compared Mr. Stadel's height to average men or your dads height. I also heard references to the fence behind him as well as the bush below it.
Lastly, counting up strategies were heard when finding 3 inches to get from 5'9" to 6 feet and then adding 4 more inches to get to his total height and a total of 7 inches error. Then the conversations about how to make a percent error dividing error by actual answer. We of course shook off the rust and did some choral long division.
As you worked, pieces of 8 graphs were handed out randomly and you found your new group members. After introducing yourselves and figuring out your team roles it was glue and brainstorm time.
I think students had the best thought processes when I asked what's happening in part one and when have you seen a situation like that. The creativity was great. You also thought about how to label the x and y axis to correspond to your story.
I like the vocabulary usage of how the water supply is changing.
Some vivid details here!
Itsy Bitsy Spider... Junior
I like how this group labeled their y-axis with numbers and their y-axis with years that corresponded to their story.
In the accelerated class students used the cc algebra card sorts to match a situation or pattern to its table rule and graph. I could tell some of you didn't think of y=mx+b until I asked what equation did we spend a lot of time on last year that started with y equals... Then your conversations got going.
Great day and I am charged up for this school year. Mathography letter to me due Wednesday.