## Wednesday, January 13, 2016

### Day 81: translations & association is not causation

Today's estimation was a somber one. It was how many names are on the wall of the Vietnam War Memorial. One student in 2nd period mentioned that 12 million Vietnamese soldiers died in the war. A quick check of Google says 2 million civilians on both sides of Vietnam and 1 million Viet Cong fighters. Some students took the amount in the small section from yesterday and multiplied it by 20. A lot of students remembered a number close to the answer from the lesson during Sojourn by Mr. Steinberg.

Today's goal was to reenforce study team norms by doing a partipation quiz as they worked through identifying a translation and really analyzing what was happening from one point to another. They wrote the change in X as an equation using addition for the x coordinate and then the y-coordinate. Some students thought the x coordinate just turned to the opposite, when actually it was -3+6=3.

Some students made the connection that adding 6 to the x coordinate was how it moved right 6 units. Adding 8 to the y coordinate is what moved it up.

Then they practiced translating points without using a graph and reasoning about it. We went over the participation quiz and discussed their results the last 10 minutes of class.

 Here you can see table 7 had a difficult time focusing. Some students copied the graph when the directions did not say to do so. That's why I told them to read the directions carefully. Good quotation at table 3.

 As you can see in 5th period, one team got off topic mentioning Snapchat. I like how table 3 reasoned why the transformation could NOT be a reflection.
 Oh yes, 4th period. Two different tables had AMAZING conversations. For table 7, A said -3 plus a number is 3.... and S finished his sentence saying 6! Then I gave him a high five. V said -5 plus what gets us 3? And a student who doesn't participate much said 8!
 This class had a lockdown drill, so we had no participation quiz, and had to do 8 minutes of.... direct instruction. BOOOOOOOOOO!!!!
In accelerated students analyzed a residual plot to see how good of a linear model it was. They said it wasn't that good and had weak association. The points were in a curved shape around the LSRL. One student did a great job making sure other tables were not talking to his team.

Then they analyzed a problem where the more fire fighters the more damage to property. Students reasoned that the mayor was wrong to stop sending as many firefighters because the intensity of the fire is what will increase the damage, not the number of fire fighters. A bigger fire, will need more fire fighters, resulting in more damage.

Table 5 discussed the logistics of firefighting in detail.