Leo wanted to show me his dollar bow tie. Pretty cool. |

Today's estimation was Day 52 the capacity of a large vase. It's deceivingly actually a bit smaller than the capacity of a soda can. Most students over estimated. We are going to estimate capacities except the last few days before Thanksgiving break and do the estimation of a turkey.

Before students started and got seated I gave the students new teams for Chapter 4.

Today I had students recall the requirements of the poster project and work independently for 10 minutes before starting their poster and sharing their results. They got some good work done. Plan is to finish the poster tomorrow, or as much as possible, and then have a gallery walk giving feedback.

Gallery walk will last 10 minutes. Each student will get a classwork grade for a post it note with their name on it, 2 stars, and a wish. The 2 stars are math-specific positive comments about the poster. No comments on color or neatness. What connections do you see between their representations? 4 people max per table. Then students can read the feedback and respond or ask the commenter a question about their feedback.

In accelerated we reviewed equal values method. I was concerned they needed notes to recall the steps. They told me what to do and I recorded the steps they summarized on the board here:

Then students worked on reading about the substitution method. Then practiced it some more. I also asked how you can verify a student has the correct point of intersection without solving the system. Jeffrey reported that you substitute the coordinates into both equations to see if they are true for both.

Then I introduced Mr. Stadel's Basketball Shots. I treated it as a 3 act task. They didn't immediately ask questions about the different type of shots. Here's the sample of questions they came with. I also added any noticing and wonders they had:

Act One: What questions do you have? What do you notice and/or wonder?

Why did you show us this?

How much longer do you need to get the ball after you miss it compared to how you make it?

Why did he go to the free throw line?

How many did he miss?

How many shots did he take and how many did he make?

What are we trying to solve here?

How many seconds does it take to make each shot?

It’s a longer amount of time between taking free throw shots than the layups.

How often does he miss?

On the left side he was doing free throws, and on the right he was doing layups.

There is a timer, so you can count how many they made.

How many layups did he make in the time given?

How many free throws did he make in the time given?

There’s a difference between the points earned.

A free throw is worth one point.

A layup is worth two points.

How many total points did he earn or get?

Then I revealed the Act 2 clues to answer the larger sized questions.

One student, Gabriel, presented the method of making all the shots worth 1 point, counting it, then changing some of the 1 pointers to 2 pointers.

Another student came up with her answer after some others, but I wanted her to present it because she clearly defined her x and y variables and her work was very methodical and easy to read.

After each of these 2 students presented their answers, we enjoyed the Act 3 answer video. I think they really enjoyed it and saw how the concept could be applied to a somewhat real situation. The unreal part of it is that in 1 minute the person is doing 2 actions (shooting free throws and shooting layups) at the same time.

Great day back!

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