This lesson looks at the structure of the algebraic rule of the function and how it can be seen in a table and graph. Students are learning how to notice those structures to create an algebraic rule for the function, both linear, exponential, and simple quadratics. This is an accelerated class with 7th graders studying 7th and 8th grade standards. Core Action 2 is strongly exhibited in this lesson.
The video is annotated using the Instructional Practice Guide: Coaching Tool.
Comparing Functions (Hair)Download
This lesson focuses on the depth of grade-level clusters. The teacher draws attention to how the lesson connects to their previous work of creating an algebraic rule that corresponds to a table of values and a scatterplot. The students featured in this video are 7th grade accelerated taking Algebra 1 and geometry over a two year period.
Students are given extensive opportunities to work with grade-level problems and exercises. The teacher deliberately checks for understanding throughout the lesson by assigning short problems.
Students are asked to elaborate with a second sentence to explain their thinking and connect it to their first sentence. Asking the student to record two "I notices" and two "I wonders" directly on the note taker helps guide this expectation.
The teacher poses high quality questions and problems that prompt students to share their developing thinking about the content of the lesson. The teacher creates the conditions for student conversations where students are encouraged to talk about each other's thinking.
Students share their developing thinking about the content of the lesson. Students talk about and ask questions about each other's thinking, in order to clarify or improve their own mathematical thinking.
A variety of student solution methods are shared and examined together to support mathematical understanding for all students. Every group is called upon to share an "I notice" for the chart.
The teacher summarizes the mathematics with references to student work and discussion in order to reinforce the focus of the lesson. Each group is asked to share an "I notice." Each group's contributions are recorded on chart paper. Students use precise mathematical language in their explanations and discussions.