5/10/07
Connected Math has so many different terms for slope: rate of change, coefficient, scale factor, and steepness. For the most part, this works. I like to slowly introduce more and more difficult concepts for the same thing. However, this is incredibly difficult for some of my lower level students. We've got posters around the room that outline the most important information from this book. The one that I refer to the most is this one:
HOW TO WRITE AN EQUATION
Y = 5t +/- 6 (I have the following labeled above and below or with arrows. I can't show this through the computer, but I'll do my best.)
Y (dep. variable) = 5 (slope, rate of change, steepness, coefficient) *t (indep. variable) +/-6 (y-int)
We have to constantly refer back to this poster, because there are five students in my class who can put the slope in the correct spot in an equation on paper, but can't verbalize where it belongs.
We started Investigation 4 this week. Students really understand the idea behind slope and how to find slope. I was surprised at how quickly this class picked up the concept. We didn't start 4.1 with the students going to the stairs and measuring. We started talking about what kind of stairs are the easiest to climb and which are the hardest to climb. I took a piece of chart paper and a crayon, and did a rubbing of the wall. This allowed me to "trace" the bricks, which showed a stair-step type pattern. We began class talking about the rise and run, and used the wall rubbings as examples. This really helped students make the connection between the word and the action.
My next step will be to make sure the students understand the y = mx + b form. I'm a little wary of doing this, because I feel it might confuse my students even more. Is this an essential understanding for all students? I think it's important for my students to at least see this equation form, but I may not make this essential for their test.
Right now the final test is scheduled for next Friday. There's a section of the test where students have to look at a graph and find the "m" and the "b." Then they'll have to write an equation. I'm going to talk to Yvette about modifying the test, so that instead of only saying "m" and "b," it will say, "m, coefficient" and "b, y-intercept."
Based on class participation, my observations, and entrance/exit slips, I think these kids will do pretty well on the test.
This coming week I'll be finishing Investigation 4. I'm probably going to do only the first parts of Problem 4.3. If all of these students can do the first graphing parts and identifying slope and y-intercept, I feel it will be okay to move on. I want to make sure that I have enough time to review for the test. This is really important, because we have been doing this book for about 2 to 2.5 months. I want to make sure we can review all parts of the book. Yvette and I have created coefficient, y-intercept, and overall book review worksheets. I'm hoping that what we've already done and what we're planning to continue doing will help our students excel on this test.
As a 7th grade, we have started planning for our last book of the year, What Do You Expect?. (I can't believe the year has gone by so fast!) We are working on creating a grade-level pre/post assessment. This is the only book we didn't have one created for. As a school we do not use this book in our data collection, which is turned in to the district. That's because it's the last one, and we don't have enough time to gather all of our data for the book before the data collection day. We decided that this year we would gather all of the information, even if we don't use it for data collection institute day. Instead of writing our own, like the other assessments, we decided to use the Test Creator provided by CMP. This way we can easily get a variety of question types. So far there are multiple-choice and short answers. We're currently in the process of refining the test, by having each team look at it and write their suggestions/responses. We'll be meeting again within the week to finalize the test.
