Today's estimation was the Eternal Peace Memorial. A lot of students underestimated. Some said it was 5 Mr. Joyce's tall, so round up and use 6 feet and multiply by 5 to get 30 feet. It seemed like the accelerated class had higher than the answer estimates and saw the scale of the perspective.

Students were to revise their pre-test, after spending a day and half completing their posters. Here are a couple examples I picked out:

I like how these students used sharpie to emphasize their connections. |

I feel I should have emphasized why the bottom 2 right are infinite solutions and prove it by manipulating their equations. IE writing x+2y=8 from standard form to y=mx+b form. |

Some students are more comfortable making the fractions have like denominators and working with them that way, and I made sure to honor these types of solving strategies first before showing Fraction busters, when possible. |

Here students observed what the graphs of the systems looked like after solving using algebra. Some students pluggred in 42 days, for 6 weeks, while I loved hearing students who reasoned that at 30 days they were the same height, and since 2/3 is a greater growth rate than 1/2, Plant A will have to be taller after 42 days. |

Notice how this student also subtracted 5 from both sides first, but decided to eliminate one fraction at a time. I asked him how he could have eliminated them both at the same time with the LCD. He realized that number would be 6. |

Here J showed his intermediate step of multiplying the two fractions properly by 6/1. One whole group forgot to multiply the whole numbers and noticed how that changed everything. |

In accelerated students worked on a problem about number of pizza toppings and prices from 8 local pizzerias. They wanted to figure out how to predict the price of a 2 topping pizza. One student wanted to get the average price per topping by dividing. Another student suggested we plot the data and get a line of best fit to predict the price of a 2 topping pizza. We went with that plan.

Students worked in pairs with a TI 83 or + calculator between them and I showed them how to input the x and y values (toppings and price, respectively) in the L1 and L2. Some of my calculators had the L1 and L2 headers not there, so that's something I have to trouble shoot.

I would say there was 80% success rate with plotting the data and writing out the Line of Regression with the variables. I will post my instruction posters on the blog on Monday.

I need to look up this error. |

And this one. |

Not sure about this one. |

Students used the TRACE function on the LSRL to find what y= when x=2 on the line. I think students appreciated the simplicity of yesterdays Desmos lesson in how easy it was to input data, and to write in y1~mx1+b.

On Monday students will match residual graphs to scatterplots. Then they will look at the residual plots of the data from Friday.

Note to self: Desmos: Polygraph Systems of Equations during extra time with Chromebooks.

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