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This Modeling a Context from a Graph lesson plan also includes:
- EngageNY Resources (.html)
- Algebra I Module 5, Topic B, Lesson 4: Student Materials (.pdf)
- Algebra I Module 5, Topic B, Lesson 4: Student Materials (.docx)
- Algebra I Module 5, Topic B: Overview (.pdf)
- Algebra I Module 5, Topic B: Overview (.docx)
- Algebra I Module 5: Overview (.pdf)
- Algebra I Module 5: Overview (.docx)
- Algebra I Module 5: End of Module Assessment (.pdf)
- Algebra I Module 5: End of Module Assessment (.docx)
- Algebra I Module 5: Copy Ready Materials (.pdf)
- Algebra I Module 5: Student Materials (.pdf)
- Algebra I Module 5: Mathematics Curriculum (.pdf)
- Algebra I Module 5: Translated Modules (.pdf)
- Algebra I Module 5, Topic B, Lesson 4: Arabic (.pdf)
- Algebra I Module 5, Topic B, Lesson 4: Arabic (.docx)
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Collaborative pairs develop functions that model a graph from a context using the modeling cycle. They then analyze their function models in order to answer questions about the scenario.
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CCSS:
Designed
Concepts
Additional Tags
Instructional Ideas
- The activity requires extensive writing; create pairs so that those who do not write as well are paired with a more fluent writer
- Pick one question from the exercises to discuss in detail as a class
Classroom Considerations
- Matching cards need to be cut apart; if the class is large, additional cards may be needed
- Use notes or journals from previous units as a reference
- The fourth in a ten-module unit that comprises an Algebra I course
Pros
- The opening activity gets the class moving
- Builds upon the modeling cycle
Cons
- Procedures are repetitive from previous lessons in the series
- The extensive writing may slow some down and require more time