Some Management Issues: Homework & Vocabulary

This video focuses on episodes in a classroom, showing a teacher handling homework and the development of student-generated definitions. The focus questions are on the purposes behind the teacher's decision to handle homework and vocabulary in ways seen on the video.

The clips come from the exploration of Moving Straight Ahead, Investigation 2.

As you view the video, consider the following:

• What is the evidence of students’ understanding and reasoning? What prior understandings do you see students using or building upon?
• What is the evidence of students’ use of the mathematical practices from the Common Core State Standards? To what extent are students growing in their sophistication of their use of the practices?
• How is the teacher facilitating the development of students’ understanding and reasoning through the use of homework and vocabulary?

• Full Length Video (34:05)
• Goals for CMP2 Some Management Issues
  • Find solutions to a problem using a table or graph
  • Understand the connections between linear equations and patterns in the tables and graphs of those relations, including rate of change, and the x- and y-intercepts
  • Translate information about linear relations given in a table, a graph, or an equation to one of the other forms
  • Connect solutions in graphs and tables to solutions of equations
  • Write equations for linear relationships and describe what information the variables and numbers represent
• Goals for CMP3 Some Management Issues
  • Linear Relationships Recognize problem situations in which two variables have a linear relationship.
    • Identify and describe the patterns of change between the independent and dependent variables for linear relationships represented by tables, graphs, equations, or contextual settings
    • Construct tables, graphs, and symbolic equations taht represent linear relationships
    • Identify the rate of change between two variables and the x- and y-intercepts from graphs, tables, and equations that represent linear relationships.
    • Translate information about linear relationships given in a contextual setting, a table, a graph, or an equation to one of the other forms
    • Write equations that represent linear relationships given specific pieces of information, and describe what information the variables and numbers represent
    • Make a connection between slope as a ratio of vertical distance to horizontal distance between two points on a line and the rate of change between two variables that have a linear relationship
    • Recognize that y = mx represents a proportional relationship
    • Solve problems and make decisions about linear relationships using information given in tables, graphs, and equations
  • Equivalence Understand that the equality sign indicates that two expressions are equivlent.
    •  Recognize that the equation y = mx + b represents a linear relationship and means that mx + b b is an expression equivalent to y
    • Recognize that linear equations is one unknown, k = mx + b or y = m(t) + b/e>, where k,t,m and b are constants, area special cases of the equation y = mx + b
    • Recognize that finding the missing value of one of the variables in a linear relationship, y = mx + b, is the same as finding a missing coordinate of a point (x, y) that lies on the graph of a relationship
• Video Transcript
• Suggestions for organizing Professional Development
• CMP2 Problem 2.2 ACE Question 2 & 3
• CMP3 Problem 2.2 ACE Question 2 & 3
• CMP2 Problem 2.2 ACE Question 5 & 6
• CMP3 Problem 2.2 ACE Question 5 & 6