After reviewing the Warm Up with students, I hand each student an Activity called Running Errands from this website:
(last accessed 3-22-15)
I plan to have my students work on the activity individually for about 10 minutes. Then I will ask them to compare results with a table partner. For this activity the table partners are grouped homogeneously. I find that this helps my students to maintain the opportunity to think on their own, and share ideas with confidence.
While my students are working I am walk around the room monitoring their progress. Most of the students will be able to draw the five line segments on the graph associated with each of the five errands. However, I expect my students to have difficulty with the following elements of the task:
- writing the equation of each line correctly (with the slope and the y-intercept correct)
- understanding and using function notation correctly
- writing the domain correctly using inequality statements
When students share their work, I will emphasize the precise use of function notation (MP6).
Here are some examples of my students' work on this task:
- Student One uses 0 for the y-intercept in all of the equations, but does find the slope correctly. However writes the equations in slope intercept form, and uses function notation incorrectly by placing f of x equal to an inequality. Students should realize that f(x) is equivalent to y.
- Student Two did not finish. Student two wrote two equations horizontally that were correct. However, the student did not list the equations vertically next to each domain, and the student also numbered within the function notation. Again, emphasizing Math Practice six and the importance of writing function notation correctly.
- Student Three writes all of the equations correct except the slope and the y-intercept of the last line segment. However, this student also shows lack of understanding of f(x) because the student puts additional y= symbols inside the brackets.
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