Date: Mon, 17 May 2021 17:51:47 -0400 (EDT) Message-ID: <1831698648.45953.1621288307261@wikis-prod-01.uit.tufts.edu> Subject: Exported From Confluence MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_Part_45952_577947416.1621288307261" ------=_Part_45952_577947416.1621288307261 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable Content-Location: file:///C:/exported.html Interpretation of Equations

# Interpretation of Equations

## Inte= rpretation of Equations

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###### Third Grade Lessons<= /h6>=20 =20 Recipes that Exchange - The lesson focuses on a f= unction that multiplies input by two but also changes the ingredient to ano= ther type of ingredient.=20 Rules and Formulas - Students are given a rule and a= data table supposedly generated according to the rule. Students evaluate w= hether: (1) the proper rule has been applied and (2) the result is correct.= =20 Starting With A Rule - Students focus on whether g= iven outputs are consistent with a given rule.=20 Times Two - The lesson focuses on a function that multiplies = the input by two. New notations are introduced.=20 =20
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1. Comparing Strips of Unmeasured Lengths I - The class is the first of a series that will focus directly up= on the algebraic representation of measurements and their multiplicative re= lations. Children are asked to compare the lengths of strips, to describe t= he relationships between them in multiple ways, and to demonstrate that the= relationships they represent are true.
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3. Comparing Strips of Unmeasured Lengths II<= /a> - The class is the second of the "Strips of Unmeasured Lengths= " series that will focus directly upon the algebraic representation of meas= urements and their multiplicative relations. Children are asked to compare = the lengths of strips, to use algebraic notation to describe the relationsh= ips between them, and to demonstrate that the relationships they represent = are true.
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5. Comparing Strips of Unmeasured Lengths II= I - This is the third lesson in the "Strips of Unmeasured Leng= ths" series that focuses directly upon the algebraic representation of meas= urements and their multiplicative relations. We will work with the relation= ship B =3D 3S, focusing on equations and their verbal descriptions and on t= rue and false equations and statements.
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7. Fourth Grade Assessment I - This is a written= assessment where children will interpret and determine the truth or falseh= ood of equations and statements that describe comparisons between quantitie= s.
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9. Fourth Grade Assessment I Review - Chi= ldren discuss responses to problems where they interpret and determine the = truth or falsehood of equations and of statements that describe comparisons= between quantities.
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11. Fourth Grade Assessment II - This is a writt= en assessment where children will interpret and determine the truth or fals= ehood of equations and of statements that describe comparisons between quan= tities.
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13. Fourth Grade Assessment III - This is a wri= tten assessment where children will be asked to interpret graphs and to int= erpret and determine the truth or falsehood of equations and statements tha= t describe comparisons between quantities.
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15. Three to One - Children discuss and produce verbal and mat= hematical statements on the proportion, S:L :: 1:3, that is, on the functio= n f( x ) =3D 3x and on its inverse f -1( x ) =3D 1/3 x
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17. Two Phone Plans I - Students compare two phone plans,= one of which has a lower rate, but a monthly basic charge; the other has a= higher rate but no basic charge.
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19. Two Phone Plans II - Students will work on the compa= rison between two phone plans (also used in the lesson "Two Phone Plans I")= , one of which has a lower rate, but a monthly basic charge, the other has = a higher rate but no basic charge.
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21. Wallet Problem III - Students will continue working = with the wallet problem. They will be shown a graph for Mike's amounts and = asked to (a) determine whether it represents Robin's or Mike's money and (b= ) to predict where the line for Mike would fall. Later they will plot Mike'= s amounts and will discuss why the lines cross.
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###### Middle School Less= ons
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1. Graphing Equations - Students will practice moving b= etween graphs and equations of functions, as well as identifying the y-inte= rcept and slope.
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3. Relating Graphs and E= quations - Linear and Quadratic Functions - Students will gene= rate graphs from given equations and equations from given graphs.
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5. What Will Happen - Students will work with equations o= f functions (both linear and non-linear) to find the y-intercept without gr= aphing.
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7. Who Shares My Function? - Linear with All Representations - S= tudents will work in groups after finding other students who have the same = linear function represented by a story, a table, a graph, or an equation. T= hey will attempt to explain and discuss why the different representations r= efer to the same function.
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9. Who Shares My Function? - Linear with Graphs, Tables, and Equations - Students will make groups by finding other students who have the s= ame linear function, as shown in representations of graphs, tables, or equa= tions. They will then generate a story to go with the function.
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11. Who Shares My Function? - Linear with Negative and Fractional Slope - Students will find other functions that are the same as theirs, st= arting from a table, a graph, or an equation. Once they have identified the= same function represented in a different way, they will create a story tha= t describes all of the different representations of the same function.
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13. Who Shares My Function? - Quadratics - Students will make gro= ups by finding other students who have the same quadratic or linear functio= n in different representations.
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