Date: Sat, 24 Oct 2020 23:02:17 -0400 (EDT) Message-ID: <1649943237.31696.1603594937876@wikis-prod-01.uit.tufts.edu> Subject: Exported From Confluence MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_Part_31695_812439828.1603594937876" ------=_Part_31695_812439828.1603594937876 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable Content-Location: file:///C:/exported.html Production of Tables

# Production of Tables

## Production of Tabl= es

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1. Candy Boxes - This class centers on the possible amounts of= candies two children, John and Maria, have. They each have the same, unspe= cified number of candies inside their own candy box. John has, in addition,= one extra candy and Maria has three extra candies. What are the possible t= otal candies they might have?
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3. Comparing Different Functions - The stude= nts will discuss, represent, and solve a verbal problem involving the choic= e between two functions.
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5. Comparing Graphs - Students are given an hourly rate o= f pay and infer coordinates for (h, \$) over a range of hours. They produce = a table and a graph of work-pay. Then they produce another graph for anothe= r rate of pay and discuss differences in time and pay.
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7. Comparison Problems & Tables - This class will be used to= review concepts and representations as applied to the solution of verbal c= omparison problems and to work on function tables.
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9. Dinner Tables I - Students work with a function relatin= g number of tables to the number of available seats. One table seats 4, two= tables seat 8, three tables seat 12....
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11. Dinner Tables II - Students work with a function relat= ing the number of tables (in a straight line) to the number of available se= ats. One table seats 4, two tables seat 6, three tables seat 8....
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13. Dots Problem - We present to the students a problem dealin= g with a growing pattern over time. To begin, there is one dot. With each p= assing minute four more dots are drawn around the previous dot(s).
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15. Formulas and Stories - The students will be requir= ed to work with the relation between different mathematical expressions (fo= rmulas) and stories.
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17. Functioning Together - Students work together to d= evelop multiple representations of a function. The students split up into g= roups of three with each student having a separate responsibility. When all= the input values have been used up, the students are asked to, together, m= ake up a story that describes their function.
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19. Functions - Earning Money - The students will= create tables and equations from given stories. The functions are additive= and multiplicative.
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21. Functions II - The students will use three functions that = are represented as a sequence of patterns and create a sequence of hops on = the number line, a data table, and an algebraic expression to express the f= unctions.
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23. Functions from Tables - Students work with a func= tion, beginning with a table and then a formula, to generate ordered pairs = that follow the rule of the function.
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25. Guess my Rule - Multiplicative Tables - Two children create secret rules for transforming input numbers. The= teacher uses a doubling or tripling rule.
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27. Guess my Rule - Tables - Two children create sec= ret rules for transforming input numbers. The teacher uses a doubling rule.=
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29. How Many Points? - Students work with: (a) a context =E2=80= =94 distance as a function of time; (b) generating coordinates.
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31. Human Graph I - Students plot themselves on a Cartesian p= lane. Each student will get a large card with a place for an ordered pair: = (x, y), where x refers to hours worked, and y refers to amount earned. The = students must name the coordinate pair for the point they themselves are st= anding on.
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33. Multiple Number Lines - Students continue to lear= n that two partial changes that start at different points on the number lin= e are equivalent. At the end, they will work with notation for variables (N= + 5 - 3 or N + 2).
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35. N-Number Line II - Students use the N-Number line to m= ake generalizations about an unknown amount of money in a piggy bank.
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37. Piggy Banks - The whole lesson revolves around a multipart = story problem involving changes in two quantities over several days of a we= ek. The initial quantities are equal yet unknown. Then transformations are = applied to the quantities. Students are asked to compare the quantities thr= oughout the week even though only their relative relationship can be determ= ined.
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39. 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.
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41. 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.=
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43. Starting With A Rule - Students focus on whether g= iven outputs are consistent with a given rule.
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45. Three Heights - In this class we will explore: (a) How th= e children deal with comparisons, (b) How they draw inferences from compari= sons, and (c) How they represent comparisons between three unknown amounts.=
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47. Times Two - The lesson focuses on a function that multiplies = the input by two. New notations are introduced.
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1. Comparing Functions - This lesson is split into two= days. In the first class, the students will analyze eight basic graph shap= es and will represent and solve a verbal problem involving the choice betwe= en two functions. In the second one they will be asked to choose, among the= eight basic graph shapes, the ones that matches specific situations.
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3. Evaluation Problem - Students will be given a proble= m that asks about the amount of money each person has, based on the amount = in a piggy bank. They will be given one graph and asked to draw the second = graph.
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5. Graphing A Story - A trip is described in miles, hours= , and miles/hr. Students produce a graph from the description. They then pr= oduce a table from the graph and answer questions about the trip.
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7. Graphing Halves and Doubles - Children work= on a problem about distance and time and compare two rates: half a meter p= er second and two meters per second.
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9. Graphing Thirds and Triples - Children work= on a problem about distance and time and compare two rates: one third of a= meter per second and three meters per second.
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11. Multiplicative Candy Boxes I - This class = centers on the possible amounts of candies two children, Juan and Marcia, h= ave. Juan has a box of candy and Marcia has twice as much candy. What are t= he possible amounts of candies they might have?
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13. Multiplicative Candy Boxes II - This clas= s is a continuation of the Multiplicative Candy Boxes I lesson. It centers = on the possible amounts of candies two children, Juan and Marcia, have. Jua= n has a box of candy and Marcia has twice as much candy. What are the possi= ble amounts of candies they might have?
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15. Swimming Pools I - Compare how two swimming pools fill= up with water over several hours.
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17. Swimming Pools II - Students will examine the rate of= pools filling over several hours.
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19. The Better Paying Job I - Children work on a pr= oblem about rate of pay per hour of work. They compare ratios (dollars earn= ed per hour of work) and discuss and plot points in a Cartesian plane.
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21. The Better Paying Job II - Children work on a = problem about rate of pay per hour of work. They compare ratios (dollars ea= rned per hour of work) and discuss and plot points in a Cartesian plane.=20
22. Three Heights Review - In this class we will explo= re: (a) How children deal with comparisons, (b) How they draw inferences fr= om comparisons, and (c) How they represent comparisons between three unknow= n amounts.
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24. 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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26. Wallet Problem I - Students compare the amounts of mon= ey two students have. The amounts are described relationally but not throug= h precise dollar amounts.
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28. Wallet Problem II - Students will be given a wallet p= roblem. They will be asked to compare the amounts of money two students hav= e. The amounts are described relationally but not through precise dollar am= ounts.
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30. 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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1. Elapsed Time - A variant of the train crash problem is use= d to address questions about elapsed time. The task is to determine where a= train is, given a certain time.
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3. Equations and Graphs - Students will further compa= re two linear functions in the context of evaluating two plans for shovelin= g snow. One plan has two parts: a basic charge plus a charge based on the n= umber of square meters cleared. The other plan has no basic charge; it only= charges according to the number of square meters cleared. However the per-= meter charge is higher than in the other plan. Students are asked to determ= ine the circumstances in which the bill from each plan would be the same. T= hey then examine the graph of the two functions and discuss how equations a= nd inequalities relate to the graph.
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5. Fifth Grade Assessment III - This assessment= will focus on writing equations to solve verbal problems and on solving eq= uations using the syntactic rules of algebra.
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7. Train Crash - Students will compare two linear functions re= presented in a graph. They reason about the problem using (a) the word prob= lem and two diagrams; (b) a graph of position vs. time; (c) a table of valu= es (d) making expressions for each position function; and (e) solving the e= quation algebraically.
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9. Wallet Review Problem - This activity is a review= of the Wallet Problem done in fourth grade. It is intended to introduce ne= w students to some of the concepts we have covered and to refresh the memor= ies of our old students. Students compare the amounts of money two students= have. The amounts are described relationally but not through specific doll= ar amounts.
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###### Middle School Lessons=20 =20 Compare and Contrast - Students will identify the = y-intercept and slope using equations and then use that data to create corr= esponding tables and graphs.=20 Coupon Activity - Students will create graphs, tables a= nd equations to explain their stories and look at how a graph changes depen= ding on the y-intercept.=20 Curves in a Cubic - Students will explore different k= inds of cubic functions through graphs and tables.=20 Graphing Equations - Nonlinear Functions - Students write equations for three graphs and examine their sl= opes by comparing and contrasting the graphs. Students also look at the sam= e functions graphed on differently scaled coordinate planes.=20 It Depends - Students will think about how we can show a dep= endent relationship between two quantities, using a variety of representati= ons.=20 Jason's Tree House - Students will extract data fr= om a story and use tables and graphs to answers questions about proposed sc= enarios.=20 Sound Loudness - Students will examine a non-linear func= tion depicted in a graph and generate the corresponding function table and = equation.=20
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