ࡱ>    !"#$%&'()*+,-./012Root EntryZ O2`3CONTENTS `CompObjVm the CMP book ; a meterstick, several small weights, and a block to be used as fulcrum. Engagement Exploration Explanation Elaboration Evaluation Student behaviors / activities Teacher behaviors / activities Cooperation in answering the questions. Listening and paying attention. Introduction to the topic of how to keep things balanced. Ask students of the different methods on how we can keep things balanced and when can we do that. Ask them about the teeter-totter problem.  How do people of different weights balance on a teeter-totter?, let students participate. After that tell them that there is a mathematical answer to that question. (hint: the lighter person has to sit farther from the balance point than the heavier person does). Introduce the question of how can we find a mathematical relationship as to how we can balance a teeter-totter, and ask for different methods as to what we can do. Student behaviors / activities Teacher behaviors / activities Students will work in groups of 3 on Investigation 2.2:  Keeping Things Balanced. Students will use provided material to develop a table of data in order to find a relationship of distance and weight. They will then try to formulate an equation that explains the relationship of distance and weight. Work with the students the problem on Investigation 2.2:  Keeping Things Balanced. Work with them in order to guide them to find all the data necessary in order to a pattern Ask different guiding questions for the students to understand how we can find a relationship or pattern and how we can find an equation for this pattern. Student behaviors / activities Teacher behaviors / activities The class as a whole will collect and share theirCHNKINK #`^TEXTTEXTb%FDPPFDPP(FDPPFDPP*FDPPFDPP,FDPCFDPC.FDPCFDPC0FDPCFDPC2FDPCFDPC4FDPCFDPC6FDPCFDPC8FDPCFDPC:FDPCFDPC<FDPCFDPC>FDPC FDPC@FDPC FDPCBSTSHSTSHDSTSHSTSHD2SYIDSYIDPD(SGP SGP xDSTEP II Inquiry Lesson Design Name(s) of UTeach student(s) presenting this lesson: Miryam E. Casas, James Rath Title of lesson:  Keeping Things Balanced Middle school course title and level: Eight grade Honors Algebra Source of the lesson: CMP Eight grade, Equivalent Expressions, Investigation 2, pg. 20-21. TEKS addressed: 8.4 Patterns, relationships, and algebraic thinking. the student makes connections among various representations of a numerical relationship. The student is expected to generate a different representation given one representation of a data such as a table, graph, equation, or verbal description. 8.5 Patterns, relationships, and algebraic thinking. The student uses graphs, tables, and algebraic representations to make predictions and solve problems. (A) The student is expected to estimate, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations. Lesson plan: I. Performance or learner outcomes The student will be able to develop and evaluate and understand the relationship between weight and distance. Students will be able to find a relationship for a pattern in table data. II. Overview: Working in groups, students will use a meterstick, several small weights, and a block to be used as fulcrum, in order to find the relationship between distance and weight. The student will try different measures of distance and weight, in order to find the balance of the meterstick, and a pattern for that relationship. Students will also be able to make different combinations that will help them develop an equation. III. Resources, materials and supplies needed: Needed for each group, a copy of the  Investigation 2.2:  Keeping Things Balanced pages 20-21 fro data on the different distances and weights used for the experiment. Place the data collected on the board in order for the students to be able to compare their answers. Guide the students by asking them what the pattern on distance and weight is. Student behaviors / activities Teacher behaviors / activities The students will answer the  Follow up questions in the lab. Ask the students to do the follow up problem. Ask the students how the experiment would have been different if they would have used different distances and weights. Guide students through the questions of the follow up, and help them compare answers and how can an equation may explain the relationship of the experiment. Student behaviors / activities Teacher behaviors / activities Students will have to be able to answer questions related to the lesson, and be able to explain their knowledge and reasoning. Wrap up the lesson with several questions as to what mathematical relationship exists between distance and weight. Ask students to explain the pattern in the experiment and how their equations can express that relationship. (NOTE: always try to be open for any questions during the lesson). guide them to find all the data necessary in order to a pattern Ask different&@B<@h~(tFh n j n p X2222X.22222.. 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