If you missed day 1 of this card sort, you can read about it here.
Today when the students walked in, we were able to pick up right where we left off. This is due in part to them writing down what they have matched so far. FYI, yesterday we matched the slope-intercept equations with the tables.
The class decided to next determine which graphs would match. As I walked around and listened to the groups, I noticed a few different methods...
Most groups were matching the ordered pairs from the table, to the lines on the graph.
One pair of students was matching the slope from the slope-intercept card with the slope of the graph cards. We haven't discussed slope in the class yet, this is something they must remember from last year.
Organization was an issue for more than one group. It seemed as though they wanted to only focus on two cards at a time rather than see all the cards as a whole. I watched as one group would find a match, then throw the cards to the side and try to find another match.
At this point we have matched the slope-intercept, Table, and Graph cards. I allowed the students to finish matching in whatever manner seems most natural to them. This opened up a lot of conversations about everything going together. We could match the intercepts to the graph, or the table, or even the standard form. These connections are so important.
Overall, I think this was a success. Many students wanted to know how this was going to effect their grade. When I informed that it would help them master the next outcome, I swear I could hear crickets chirping. You could see this little thought bubble above their heads saying, "You mean I did this for nothing?" *Sigh* Who cares about learning, let's just get a grade....
Today when the students walked in, we were able to pick up right where we left off. This is due in part to them writing down what they have matched so far. FYI, yesterday we matched the slope-intercept equations with the tables.
The class decided to next determine which graphs would match. As I walked around and listened to the groups, I noticed a few different methods...
Most groups were matching the ordered pairs from the table, to the lines on the graph.
One pair of students was matching the slope from the slope-intercept card with the slope of the graph cards. We haven't discussed slope in the class yet, this is something they must remember from last year.
Organization was an issue for more than one group. It seemed as though they wanted to only focus on two cards at a time rather than see all the cards as a whole. I watched as one group would find a match, then throw the cards to the side and try to find another match.
At this point we have matched the slope-intercept, Table, and Graph cards. I allowed the students to finish matching in whatever manner seems most natural to them. This opened up a lot of conversations about everything going together. We could match the intercepts to the graph, or the table, or even the standard form. These connections are so important.
Overall, I think this was a success. Many students wanted to know how this was going to effect their grade. When I informed that it would help them master the next outcome, I swear I could hear crickets chirping. You could see this little thought bubble above their heads saying, "You mean I did this for nothing?" *Sigh* Who cares about learning, let's just get a grade....
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