Lesson Portfolio Entry Template

Instructional Support What tools or resources will students have to use in their work that will give them entry to, and help them reason through, the activity? Task What is the main activity that students will be working on in this lesson?
Students will work on a Texting Task. Some students worked on this same task earlier in the year. However, the learning objectives I had intended were not met primarily due to my inexperience with my students previous knowledge. Students are given the texting plans of two companies. Students will be asked to fill in a table and write an algebraic expression to represent the two plan. Afterwards, students will be asked to find a way, without graphing, to find when the two plans are equivalent to one another. Students will use a clicker to share out their expressions. Students will use their knowledge that a pattern can be presented by y=mx+b. Students will use their knowledge that the m value is equivalent to the constant difference. Students will use their knowledge that the b value is the initial value. Students will use their knowledge of solving two step equations.

Learning Goals (Residue) What understandings will students take away from this activity?
A pattern can be written as y=mx+b form from a table. However, the x values must be increasing by one. The initial value in a table is the y value when x is equal to zero. A pattern can anticipate values that are too large to find (i.e. 10000). The points at which two patterns are equivalent can be found using steps that are used in solving equations. Students will be able to identify equivalencies between equations in y=mx+b format.

What questions might you ask students that will support their exploration of the activity and bridge between what they did and what you want them to learn (the two green boxes)?
To be clear on what students actually did, begin by asking a set of assessing questions such as: What did you do? How did you get that? What does this mean? Once you have a clearer sense of what the student understands, move on to appropriate set of questions below. What relationship do you see between the equations? How or why are these equations equivalent? How do you know? What does the x value you solve for mean in context of the problem? What does the y value mean in the context of the problem? What does this tell you about when which plan is cheaper and when which plan is more expensive? What does this exercise tell you about finding a pattern from a table? What do we need to make sure of in terms of finding our

What are the various ways that students might complete the activity? Students may not realize that the x values need to increase by one for the pattern to work. Students may deduce that the pattern is 1x or 10x. Students may not understand the initial value is 10 even when the consumer sends zero texts.

Evidence What will students say, do, produce, etc. that will provide evidence of their understandings? Students will write their own exit slips to the question: An online movie company, Flixster, charges $3 for a membership and $.50 per movie. Greenbox charges $1 per movie rented. Write an equation to model both companies. How many

Lesson Portfolio Entry Template constant difference and in finding our initial value.

Students may use the table to figure out when the two plans are equivalent.

movies would you need to rent in order for both companies to cost the same amount of money?