Description

Overview:
Students will use ratios to demonstrate the connections between proportional relationships, lines, and linear equations. Students will solve problems using a cooperative, kinesthetic activity in which they will create a ratio table, then graph proportional relationships with their bodies to demonstrate that the ratio (or rate) is the slope that will always pass through the origin.
Subject:
Mathematics
Level:
Middle School
Grades:
Grade 8
Material Type:
Activity/Lab, Teaching/Learning Strategy
Author:
Date Added:
01/28/2016
License:
Creative Commons Attribution Non-Commercial Share Alike Creative Commons Attribution Non-Commercial Share Alike
Language:
English
Media Format:
Text/HTML

Comments

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Susan Jones
on Apr 24, 04:09pm Evaluation

Quality of Explanation of the Subject Matter: Limited (1)

I found the language used in this lesson confusing. For instance: "Direct the remaining students in this group to plot the slop<sic> of the graph by stretching the yarn from student to student." Typo aside, it's not clear to me how stretching the yarn from one point to the other would show the slope of the line. If students are supposed to recognize "rise" and "run" and their relationship, then that should be in the directions.
Next we're to ask the students "'What is unique about the slope of the line?' (Students should recognize that proportional relationships start at and follow the line of origin.)"
What does "line of origin" mean? Starting at the point of origin means that the Y-intercept is 0,0; it's not related to the slope.
I love the exercise but see problems in using the right mathematical language.

Susan Jones
on Apr 24, 04:09pm Evaluation

Quality of Instructional and Practice Exercises: Strong (2)

While the practice isn't "written," with keys, the students actively practice several iterations of the "human graph." The problems and their answers are provided.

Susan Jones
on Apr 24, 04:09pm Evaluation

Opportunities for Deeper Learning: Limited (1)

This does involve collaborative learning, but since the language used to explain the process is confusing, I'd be afraid students would end up "learning" the wrong terms for the situation. A little editing could really improve that.

Susan Jones
on Apr 24, 04:09pm Evaluation

Utility of Materials Designed to Support Teaching: Strong (2)

The math language issues aside, this is very clearly explained (including setup and materials) both in terms of implementing and in the math content.

Susan Jones
on Apr 24, 04:09pm Evaluation

Quality of Assessments: Superior (3)

The assessment directly measures whether the students can apply what they learned and practiced in the activity.

Anonymous on Feb 21, 06:16pm

Materials offer potential for use in classroom. Lesson design does not address needs of different learners (ELL / SPED). Expanded lesson design could include instructional strategies to link Standards for Mathematical Practice to the content.

Standards

Evaluations

Achieve OER

Average Score (3 Points Possible)
Degree of Alignment2 (1 user)
Quality of Explanation of the Subject Matter1.5 (2 users)
Utility of Materials Designed to Support Teaching1.5 (2 users)
Quality of Assessments3 (1 user)
Quality of Technological InteractivityN/A
Quality of Instructional and Practice Exercises2 (1 user)
Opportunities for Deeper Learning1 (1 user)

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