Wednesday, April 6, 2016

Day 131: WODB Terms & Sequences, AA Similarity, & Systems of Inequalities

I made a worksheet that had room for 10 days of WODB warmups, 5 on each side. This was the last day. I was kind of bummed about that. Students reasoned about this awesome image by Canadian teacher Jon Orr:

I liked how this class noticed that if they were all graphed, the top left would be the only line with positive growth. In 4th period Amir G and I discussed what the word divisible meant. We assumed it meant that if it could be divided by a number leaving no remainder. That's what Google confirmed. Many students did not know or remember that if a term doesn't have variable that term is called a constant term.
I liked how this student worked in that the bottom right was the only one where the coefficient was not equal to the absolute value of 3. I really like that they noticed that if all of the terms were set equal to 0, the top right would be the only equation that had no solution. WOW!
Students realized that if 2 pairs of angles in 2 similar triangles were congruent then the 3rd angle must be congruent. Students had no trouble seeing that one pair of angles were corresponding congruent right angles. Only a handful of students all day were able to remember that ACB was congruent to DCE because they were vertical angles.

Accelerated chewed on these sequences by Jennifer Thien:
Students knew the top right was geometric. One student described it as exponential. 
The bottom left had visible negative terms. It was the only decreasing sequence. It was also the only one with the digits 1 and 3 consecutive. I liked how they saw top right was the only one where term 0 was a decimal number. Finally, bottom right was only one whose first time was not 5, it was 10. The top left was the only "growth or multiple that was an even number." (The rest were 3 or 5, odd numbers)
I didn't take a picture of it, but to conclude Chapter 9 students were assigned a country's UN donating situation where x was food packages and y was medical supplies. Students wrote inequalities in standard form and then solved for y to graph them. They shaded to find the feasible region. It was great hearing students read out their clues, and before that coming up to the board to write down the equations and then allowing time for everyone to complete their system of inequalities.
I rewrote it in my writing a little bit after this, and only showed one student dictating how to solve for y.

I liked how this student explained why this graph of a relation was not a function.

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