Presentation on theme: "Three-Way Tie Students identify relationships between three terms or concepts, then develop a summary or interpretation. NCTM Standards Educational Research."— Presentation transcript:
Three-Way Tie Students identify relationships between three terms or concepts, then develop a summary or interpretation. NCTM Standards Educational Research Base Instructional Objectives Learning Style - Understanding Summary
Resource for Thoughtful Ed Templates and Activities http://www.marshall.k12.ky.us/Thoughtf ul%20Ed/ThoughtfulEdtemplates.htm http://www.marshall.k12.ky.us/Thoughtf ul%20Ed/ThoughtfulEdtemplates.htm http://www.marshall.k12.ky.us/cd/Curri culumDocuments.htm
In this activity you will explore the relationship between the number of knots in a rope and the length of the rope. Question: What do you think will happen to the rope as you tie knots in it? Think, Pair, Ink, Share Linear or “Knot”?
Linear or “Knot” Directions Choose a piece of rope. Measure the rope using the meter stick and record your data. Tie a knot in the rope, then re- measure it. Record your data. Repeat this process until you have tied a total of 7 knots in the rope. As you measure after tying each knot, be sure to record your data. Questions A.Does there appear to be a relationship between the two variables? Explain your reasoning using NAGS rule. B.Can you predict the length of the rope if it has 10 knots? Explain your reasoning using mathematical language. C.Using appropriate math tools, be prepared to show how you can justify your answer in part B. Linear or “Knot”?
Learning Targets? Bell Ringer? Grouping? Vocabulary? Technology? Sharing? Similarities/Differences? Next Steps? Linear or “Knot”? (An Activity, not a unit)
Check this out http://www.acps.k12.va.us/curriculum/design /sample-algebra-course.pdf http://www.acps.k12.va.us/curriculum/design /sample-algebra-course.pdf