Unit 2, Lesson 3
Setting the Table
Extra Support Materials for Algebra 1
3.1
Warm-up
Standards Alignment
Building On
Addressing
8.F.B.4
Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
Instructional Routines
Notice and WonderMaterials
NoneActivity Narrative
The purpose of this Warm-up is to connect a table with a pattern, which will be useful when students use equations to complete tables and match equations with tables in a later activity. While students may notice and wonder many things about the table, identifying the pattern and noticing a linear relationship are the important discussion points.
This prompt gives students opportunities to see and make use of structure (MP7). The specific structure they might notice is the table and how it relates to a linear relationship between and (specifically, that ).
Launch
Arrange students in groups of 2. Display the table for all to see. Ask students to think of at least one thing they notice and at least one thing they wonder. Give students 1 minute of quiet think time and then 1 minute to discuss with their partner the things they notice and wonder.
Activity
NoneWhat do you notice? What do you wonder?
| 0 | 6 |
| 1 | 9 |
| 2 | 12 |
| 4 | 18 |
| 10 | 36 |
| 100 |
Activity Synthesis
Ask students to share the things they noticed and wondered. Record and display their responses without editing or commentary. If possible, record the relevant reasoning on or near the table. Next, ask students, “Is there anything on this list that you are wondering about?” Encourage students to observe what is on display and to respectfully ask for clarification, point out contradicting information, or voice any disagreement.
If the relationship between the table and an equation does not come up during the conversation, ask students to discuss how they can come up with the missing value. It is not necessary to generate an equation like at this time.
3.2
Activity
Instructional Routines
MLR7: Compare and ConnectMaterials
NoneActivity Narrative
The purpose of this activity is for students to recall the connection between tables and equations. In the associated Algebra 1 lesson, students are given tables and are asked to come up with an equation to represent a possible relationship describing all the sets of two associated numbers in the table. Here, they do the reverse. Students practice using an equation to complete a table by substituting one value and determining the other. In the process, students also practice solving equations, for example, solving . Making decisions about how to approach each problem based on the variable they know and the structure of the equation gives students an opportunity to make use of structure (MP7).
Monitor for groups who use these different approaches:
- Substitute the given value into the equation and solve
- Create an equivalent equation before substituting the given value into the new equation and solve
This activity uses the Compare and Connect math language routine to advance representing and conversing as students use mathematically precise language in discussion.
3.3
Activity
Materials
To Copy (from Blackline Masters)
Graphs, Tables, Equations, and Situations Cards
Activity Narrative
In this partner activity, students take turns applying their skills at connecting multiple representations of the same linear relationship. As students analyze different representations, they practice reasoning quantitatively and abstractly (MP2). In making connections across representations, they practice looking for and making use of structure (MP7).
Launch
Tell students that the cards contain either a table, a situation, or an equation and that they will take turns matching the cards. Explain how to set up and do the activity. If time allows, demonstrate these steps with a student as a partner:
- Mix up the cards, and place them face up.
- One person selects one card of each type and explains to their partner why the cards match.
- The partner’s job is to listen and make sure they agree. If they don’t agree, the partners discuss until they come to an agreement.
- When both partners agree on the match, they switch roles.
Consider demonstrating productive ways to agree or disagree, for example, by explaining mathematical thinking or asking clarifying questions.
Arrange students in groups of 2. Give each group a set of 24 cut-up slips for matching. The graphs included in the blackline master will not be used until a later lesson.
Engagement: Develop Effort and Persistence. Chunk this task into more manageable parts. Give students a subset of the cards to start with, and introduce the remaining cards once students have completed their initial set of matches.
Supports accessibility for: Conceptual Processing, Organization, Memory
Supports accessibility for: Conceptual Processing, Organization, Memory