Since it was the first day back from break, I assumed students would be rusty with what we left off with. So, I passed back their graded assessments. Students are lost on going from standard form to y=mx+b form. We discussed the two different ways you could start the problem, so there's not always an exact order. I walked around and found 2 students who did it different ways so they could share those. Then we worked on fraction elimination. Some still won't eliminate the fractions, they get common denominators and then simplify down to a proportion. This works, but requires proficiency with fractions, that not all students have unfortunately.

Then we worked on graphing the system of equations to find the point of intersection. Students were slow to start plotting their b values. To find the next point, they seem to plugging in 1 into their equation, instead of literally using the growth in the growth triangle.

In some classes we had time to review the Equal Values method and some classes we didn't.

In the last 15 minutes I had students work on the pre-assessment for the FAL lesson Classifying Solutions to Systems. I looked at them and it informed me what students were successful with and what they were confused about. Shakiness with fractions was revealed, and using their equation solving skills to solve for a variable was not evident with all students.

In the last 15 minutes I had students work on the pre-assessment for the FAL lesson Classifying Solutions to Systems. I looked at them and it informed me what students were successful with and what they were confused about. Shakiness with fractions was revealed, and using their equation solving skills to solve for a variable was not evident with all students.

In accelerated we went over the two different sequence notations. One is t(n) and the other is subscript like a sub n. A lot of students didn't remember that the B value, is term 0, the term before the 1st term.

Then students started the task of predicting a humanoid's height based on a fossil of their forearm length. Students measured their groups data and exchanged with another group. They graphed their data with different scales, and I was not able to locate a students work that did not start at the origin so I didn't get to have that discussion with students.

Some students got to writing the equation of their line of best fit of their scatterplots.

Then students started the task of predicting a humanoid's height based on a fossil of their forearm length. Students measured their groups data and exchanged with another group. They graphed their data with different scales, and I was not able to locate a students work that did not start at the origin so I didn't get to have that discussion with students.

Some students got to writing the equation of their line of best fit of their scatterplots.

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