Unit 3, Lesson 4
Interpret This, Interpret That
Extra Support Materials for Algebra 1
4.1
Warm-up
Standards Alignment
Building On
6.RP.A.2
Understand the concept of a unit rate associated with a ratio with , and use rate language in the context of a ratio relationship. \$Expectations for unit rates in this grade are limited to non-complex fractions.
Materials
NoneActivity Narrative
This Math Talk focuses on unit rates. It encourages students to think about how numbers relate to each other and to rely on what they know about rates to mentally solve problems. The strategies and understandings elicited here will be helpful later as students develop fluency.
In explaining their answers, students need to be precise in their word choice and use of language (MP6).
Launch
Tell students to close their books or devices (or to keep them closed). Reveal one problem at a time. For each problem:
- Give students quiet think time, and ask them to give a signal when they have an answer and a strategy.
- Invite students to share their strategies, and record and display their responses for all to see.
- Before moving to the next problem, use the questions in the Activity Synthesis to involve more students in the conversation.
Keep all previous problems and work displayed throughout the talk.
Action and Expression: Internalize Executive Functions. To support working memory, provide students with sticky notes or mini whiteboards.
Supports accessibility for: Memory, Organization
Supports accessibility for: Memory, Organization
Activity
NoneEvaluate mentally.
- 5 magazines cost \$20. How much does 1 cost?
- A car travels at a constant speed and goes 100 miles in 2.5 hours. How fast is the car traveling in miles per hour?
- Tyler can do 50 sit-ups in 4 minutes. What is his average sit-ups per minute?
- 9 ounces of hair gel costs \$4.59. What is the cost for 1 ounce?
Student Response
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Activity Synthesis
The goal of this discussion is to review students’ strategies for calculating unit rates.
To involve more students in the conversation, consider asking:
- “Who can restate ’s reasoning in a different way?”
- “Did anyone have the same strategy but would explain it differently?”
- “Did anyone solve the problem in a different way?”
- “Does anyone want to add on to ’s strategy?”
- “Do you agree or disagree? Why?”
- “What connections to previous problems do you see?”
MLR8 Discussion Supports. Display sentence frames to support students when they explain their strategy. Examples:
Advances: Speaking, Representing
- “First, I because .”
- “I noticed , so I .”
Advances: Speaking, Representing
4.2
Activity
Instructional Routines
MLR5: Co-Craft QuestionsMaterials
NoneActivity Narrative
The goal of this activity is for students to practice interpreting points in a scatter plot. Students also practice using the trend from data in a scatter plot to estimate outcomes in the data. As students interpret the data in context, they reason abstractly and quantitatively (MP2).
This activity uses the Co-Craft Questions math language routine to advance reading and writing as students make sense of a context and practice generating mathematical questions.
Launch
Arrange students in groups of 2. Introduce the context of the number of absences and final exam score. Use Co-Craft Questions to orient students to the context and to elicit possible mathematical questions.
- Display only the problem stem, table, and graph, without revealing the questions. Give students 1–2 minutes to write a list of mathematical questions that could be asked about the situation before comparing questions with a partner.
- Invite several partners to share one question with the class. Record the questions for all to see. Ask the class to make comparisons among the shared questions and their own. Ask, “What do these questions have in common? How are they different?” Listen for and amplify language related to the learning goal, such as “points,” “positive,” “negative,” “up,” “down,” “trend,” and “outlier.”
- Reveal the questions, and give students 1–2 minutes to compare them to their own questions and those of their classmates. Invite students to identify similarities and differences by asking:
- “Which of your questions is most similar to or different from the ones provided? Why?”
- “How do your questions relate to interpreting data from a scatter plot?”
Tell students to open their books or devices and complete the Task Statement. Allow students to work individually on the task.
4.3
Activity
Instructional Routines
NoneMaterials
NoneActivity Narrative
The purpose of this activity is for students to understand that the slope and -intercept of a linear model can be used to interpret a situation. Students look for and make use of structure when comparing parts of each model (MP7).
Launch
Allow students to work individually or with a partner to complete the activity.