Curriculur Micro-teaching

 

Teachers: Maxine, Jason and Jimena

Curricular Micro-teaching.

Here are the subjects included in the content we chose:

• two-variable continuous linear relations; includes rational coordinates

• horizontal and vertical lines

• graphing relations and analyzing

• interpolating and extrapolating approximate values

• spirit canoe journey predictions and daily checks

We chose graphing relations and analyzing for our 15 minutes lesson

Lesson Plan for a Micro session about understanding Linear Relations: 15 minutes

https://the-world-is-my-classroom.weebly.com/uploads/1/8/3/8/18384137/grade_9_-_unit_4_notes.pdf

used above resource as a reference to curriculum.

independent variable – a variable whose value is not determined by the other

variable.

dependent variable – a variable whose value is determined by the other variable.

It always depends on the independent variable.

leads into the example of 

Luke wants to earn money this winter shovelling drive-ways. He will get paid $9 an hour.

Here:

Amount Earned = 9$/hr * Hours worked.

Variables:

Hours Worked → Independent because it is not determined by other variables, you can choose how many hours to work.

Amount Earned -> Dependent because it depends on the amount of hours worked.

In general, we will see equations of the form

y = mx + b

, and we will start the activity, to understand more about this general equation.

1.  Human Coordinate Plane- Same as we saw it during our First School Visit

Goal: Experience graphing physically and collaboratively.

Setup:

• Use tape or chalk to draw a large coordinate plane on the floor.

•  Assign students as points (x, y) from given relations (e.g., y = 2x + 1, or y = |x|).

• Students move into position, then discuss what they notice about the pattern, symmetry, slope, etc.
  
  

Critical Thinking: Visualizing and reasoning spatially.
Teamwork: They must organize themselves accurately and communicate effectively.

2. MUSICAL CHAIRS GAME

Setup:

• Place all in two rows back to back.

• Make the students walk around while the music is playing.

• When the music stops, the students sit down in the closest chair.

• In the second round, the teacher takes 2 chairs out and plays again.

Discuss what happened. Tell the students to talk about the variables involved and how they relate to each other.

3. REAL WORLD SCENARIOS - UBER FARES

Setup:

• Post real UBER fares in Vancouver.

• Groups answer some questions, and groups respond to another group’s inference.

Questions: 

• What does it mean low demand, and rush hour?

• How much does it cost to travel 10 km in rush hour?

• How much does it cost to travel 10 km in low demand?

• EDIT: (new question) Does traffic seem to have more of an impact on price for low-kms trips or high-kms trips? 

• EDIT: (new question) We model a line with the equation y=mx+b. Does increased traffic change m, or b? Slope, or y-intercept? Why?

Assessment: Teacher notes on the use of mathematical vocabulary during discussions
Metacognition: How did other groups’ ideas challenge or support your thinking?”

EDIT:

ADAPTATION: We may not have enough time for part 2, musical chairs. 

Materials needed: 

• Tape for floor

• Speaker for music

• Slide with Uber fare graph

Connections to curriculum: 

• Two new questions added for section 3.

Assessment questions for section 1: 

• Do the students understand the different roles x and y play?

• Are students beginning to understand the effects scaling and shifting have on equations?

• Can the students collaborate with each other effectively, to help students who may have trouble finding their spot on the graph?

• Can students guess where they go based on where their friends go (interpolation)?