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Parallel Task Samples You’ve Seen
Goal
Choice 1
Choice 2
Common questions
Students will solve
problems based on
real-life situations
involving linear
relations.
Together, Brandon
and Alexis had
$7.50.
Together, Brandon and
Alexis had $7.50.
• Could one of them have $6?
Explain.
Brandon had $2 more
than Alexis.
• Could one of them have a whole
number of dollars? Explain.
Brandon had $2.90
more than Alexis.
How much did each
have?
How much did each have? • How could you represent the
problem?
How do you know there
are no other answers?
• How did you solve it?
How do you know
there are no other
answers?
Students will use
information about
the slope of a line
to tell other things
about the line.
A line of slope -2/3
A line of slope 2/3 goes
goes through (-4,-1). through (-4,-1). What is
What is the
the equation?
equation?
• How do you know there are no
other answers?
• Do you know which way your line
slants? How do you know?
• Could (-4, 3) be on your line?
Explain.
• Could (-3.0) be on your line?
Explain.
• What do you need to know to write
the line’s equation?
• How can you get that information?
Students will solve
problems based on
real-life situations
involving linear
relations.
Lisa has quarters
and nickels worth
$1.15.
Amy had half as
many quarters as
Lisa and twice as
many nickels. Her
money is worth 80¢.
How many nickels
does Lisa have?
Lisa has quarters and
nickels worth $1.15.
Amy had half as many
quarters as Lisa and twice
as many nickels. Her
money is worth 80¢.
• How do you know that Amy has
an even number of nickels?
How many nickels does
Lisa have?
• Does Amy have to have an even
number of quarters?
Solve the problem using
number sense.
• How do you know each had fewer
than 5 quarters?
Model the problem
with equations and
solve it.
Students will
demonstrate
connections
between
operations with
polynomials and
operations with
numbers by
representing those
polynomial
operations.
• Did you need to know how much
each coin was worth or just the
relationship between nickels and
quarters?
Use algebra tiles to
Use algebra tiles to model
model two
two polynomials that
polynomials that add multiply to 6x2 + 8x + 2.
to 6x2 + 8x + 2.
• How did you solve the problem?
• How do you know you’re right?
• What algebra tiles can you use to
show 6x2 + 8x + 2?
• Is there any other way to model
that polynomial?
• How did you arrange your tiles?
• How did you figure out how to
start?
• Is there any other way you could
have arranged the tiles?