Cluster: Understand the connections between proportional relationships, lines, and linear equations

Standard: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

Degree of Alignment:
2 Strong
(1 user)

Learning Domain: Expressions and Equations

Standard: Understand the connections between proportional relationships, lines, and linear equations

Indicator: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

Degree of Alignment:
Not Rated
(0 users)

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.

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.

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.

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.

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.

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.