Wednesday, February 3, 2016

Day 95: Predictions, Scatterplot Posters & 3 Exponential Functions

Today's estimation was a third garden hose. Some students thought it was double the 100 foot hose. Other students said it was growing by 50 feet. I liked some that said it looked like the 50 foot hose and the 100 foot hose combined. Some students even got a unit rate for how much each coil was roughly worth.

Students worked together writing 5 hypotheses about 5 control experiments with different independent variables and all the same dependent variable of plant height. After the predictions, they independently created a scatterplot for Team 1's data. As they finished I assigned them one of the remaining questions from teams 2 through 5. They had to work quickly to finish their poster because tomorrow we are analyzing all the posters in depth introducing all the important and relevant vocabulary.

The requirements for the poster were their team number, their question, table of values, and their labeled and scaled scatterplot. I also told students to put their names on the front. I don't know where the practice came of having names put on the back of posters. Put them on the front, I want students to be proud of their work. I also told students that their data points should be the size of their thumbnail because we will have to see them from across the room.

 Here you can see me reminding students of the poster requirements.
In accelerated students compared three different cars. Two were depreciating in value while the Ford Rustang was appreciating by 10% each year. They had to make tables, equations, and graph them to answer some questions. Then they had to have a convincing argument. I like that Jason said he liked the Concord because it depreciated at the lowest rate. Students reasoned while the Rustang's value went up, it would probably break down because it's so old. They also said it would have to level off at some point. The only reason to get the Escalade was to fit a big family.

For closure we heard students opinions and I made sure students told me how the data from their table showed up in the general exponential function y=a*b^x.

 Here you can see the y intercept 27,000, is the A value. The b value is .94. They got that from subtracting 6 percent from 100 percent.
 Here is Alex's work. His graph is easy to read and he got a lot of work done.