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Functions and rate of change lesson+LAB activity

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Leonel Lerena
1 Follower
Grade Levels
6th - 12th, Homeschool
Resource Type
Standards
Formats Included
  • PDF
Pages
7 pages
$2.00
$2.00
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Leonel Lerena
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Description

Educator:

In this lesson educators will be provided a detailed lesson plan including materials for the lab to be performed. This lesson is projected for 100 minutes additionally with an opportunity to challenge students with a detailed lab on rates of change with a time frame of 45 minutes.

The lesson is meant to guide educators throughout the concept of rate of change, linear equations, and data collections as well as data analysis to be able to make relationships and predictions of the data collected throughout the lesson and lab.

The lesson finishes with open questions that promotes an open ended discussion, promotes critical thinking and the recap of the lesson as well as learning objectives and the applications found in the lab.

Student(s):

In this lab students will be able to apply and understand linear questions by collecting data through this short and fun activity. This lab provides different liquids to measured while being poured out of bottles listed on the matierla section. Students have been provided with a template and handout which the educator can improvise as needed.

The purpose of this lab is to allow students to note the relationship between the our outputs, inputs, graphs, data table, and to be able to describe the ratio of each measured quantity.

Students should be given the opportunity to explore as much as learning from instructor while receiving an adequate amount of assistance in order to have them engaged and challenge their critical thinking.

Any questions, clarifications, concerns or even collaborations feel free to reach me at leonellerena@gmail.com

Thank you for supporting.

Total Pages
7 pages
Answer Key
N/A
Teaching Duration
3 days
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Standards

to see state-specific standards (only available in the US).
Write a function that describes a relationship between two quantities.
Compose functions. For example, if 𝘛(𝘺) is the temperature in the atmosphere as a function of height, and 𝘩(𝘵) is the height of a weather balloon as a function of time, then 𝘛(𝘩(𝘵)) is the temperature at the location of the weather balloon as a function of time.
Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

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