Unit 8, Lesson 2
Equations and Graphs
Extra Support Materials for Algebra 1
2.1
Warm-up
Notice and Wonder: The Word List
Instructional Routines
Notice and Wonder
to see where instructional routines fit in your journey.
Materials
None
Activity Narrative
The purpose of this Warm-up is to connect student interpretations of a graph and equation to a situation, which will be useful when students write functions that represent situations in a later activity. While students may notice and wonder many things about these representations, the connections to the actual situation 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 how the graph and equation are connected.Launch
Arrange students in groups of 2. Display the prompt, equation, and graph 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
NoneA group is asked to memorize a list of 20 words and then to recall as many as possible later. An equation that models the relationship between the position of the word on the list,
Function on a coordinate grid with 20 points, origin O. Horizontal axis from 0 to 22, by 2s, position of word on the list. Vertical axis from 0 to 100, by 10s, number who remembered the word. Approximate points include 1 comma 90, 3 comma 75, 10 comma 45, 13 comma 42, 19 comma 55, and 20 comma 59.
What do you notice? What do you wonder?
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 prompt. Next, ask students, “Is there anything on this list that you are wondering about now?” Encourage students to observe what is on display and respectfully ask for clarification, point out contradicting information, or voice any disagreement.
If the connections between the equation, graph, and situation do not come up during the conversation, ask students to discuss this idea.
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