Date: Mon, 12 Apr 2021 08:43:07 -0400 (EDT) Message-ID: <1336344344.39863.1618231387336@wikis-prod-01.uit.tufts.edu> Subject: Exported From Confluence MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_Part_39862_2076907194.1618231387336" ------=_Part_39862_2076907194.1618231387336 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable Content-Location: file:///C:/exported.html Production of Stories

# Production of Stories

## Production of St= ories

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###### Third Grade Lessons
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1. 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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3. Comparisons and Attributes - Work with compa= risons and comparison operators (=3D, =E2=89=A0, <, >).
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5. 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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7. Functions - Earning Money - The students will= create tables and equations from given stories. The functions are additive= and multiplicative.
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9. 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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11. Interpreting Graphs - Students will be given two li= near distance-time graphs and asked to tell a story about each graph and to= compare them. They will later explore comparisons between points in each l= ine.
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13. Interpreting Maps - Students construct a narrative of= a trip, given a simplified map and a table of arrival and departure times.= They also determine how much time was spent along each segment of the trip= (and how much time was spent at each place along the way.) If time permits= , they construct a table ordered by time, showing the duration of each segm= ent and the accumulated times.
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15. Number Line - Locations - Students place themse= lves at points on the number line. Main contexts: stairs, age, money, tempe= rature, and pure number.
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17. S= ymbols - Discussion about what symbols are; writing messages o= r "stories" with symbols; interpreting symbols.
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###### Fourth Grade Lessons
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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. 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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9. 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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11. Fourth Grade Assessment IV - This is a writt= en assessment where children will compare two students. One of the students= ' speed can be represented linearly while the other's speed is represented = by a non-linear graph.
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13. 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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15. Running Race I - Compare a race between two students: on= e who runs at a constant pace, the other who tires out as the race proceeds= .
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17. 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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19. Varying Speed - Children are asked to tell a story about = a trip depicted through a graph that has varying slopes/speeds.
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21. Varying Velocity - Children are asked to tell a story = about a trip depicted through a graph that has varying slopes/velocities.=20
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###### Fifth Grade Lessons
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1. Basic Function Shapes - In this lesson, the stude= nts will (a) discuss, represent, and solve a verbal problem involving the c= hoice between two functions; (b) choose, among 8 basic graphs (7 distinct s= hapes), the one that matches specific situations; and (c) write stories to = match a specific graph shape.
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3. Review on Graphs and Equations - In this= lesson, the students will solve individually or in small groups the set of= problems. For each problem, the teacher will lead a discussion based on th= e students' work (the teacher should identify strong and weak points in the= students' work). The class is organized around four main problems. Within = each problem students will answer different questions.
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###### Middle School Lessons=20 =20 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.=20 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.= =20
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