Lesson Portfolio Entry Template Instructional Support What tools or resources will students have to use in their work

that will give them entry to, and help them reason through, the activity?

Task What is the main activity that students will be working on in this lesson?
Students will work on a Texting Task. Some students worked on this same task earlier in the year. However, the learning objectives I had set out were not met mainly due to my inexperience with my students previous knowledge. Students are given the texting plans of two companies. Students will be asked to fill in a table and write an algebraic expression to represent the two plans. Afterwards, students will graph the two equations on the same plane and find out which plan is best for the number of texts Ms. Avedisian uses. Students will use a clicker to write in their responses to certain questions.

Students will use their knowledge that a pattern can be represented as y=mx+b. Students will use their knowledge that the m value is equivalent to the constant difference. Students will use their knowledge that the b value is the initial value. Students will use their knowledge of solving one-step, two-step, and multi-step equations.

Learning Goals (Residue) What understandings will students take away from this activity?
A pattern can be written as y=mx+b from a table but the constant difference can only be written when x values are increasing by one. The initial value is the point at which the x=0 not when the table values start. The pattern can anticipate values that are too large to find in continuing a pattern (i.e. 1000).

What questions might you ask students that will support their exploration of the activity and bridge between what The point at which two patterns are equivalent can be found using steps that are used in solving they did and what you want them to learn (the two equations. green boxes)?
To be clear on what students actually did, begin by asking a set of assessing questions such as: What did you do? How did you get that? What does this mean? Once you have a clearer sense of what the student understands, move on to appropriate set of questions below. Students will be able to identify equivalencies between equations in y=mx+b format.

What are the various ways that students What relationship do you see between these equations? might complete the activity?
How or why are these equations equivalent? Students may not realize that the x values need to increase by one for the pattern to work. Students may deduce that the pattern is 1x or 10x. Students may not understand that the initial value is 10 even when the consumer sends zero texts. Students may see that Verizon is a better buy because the consumer is likely to go over the texting limit. Or, the student may see that How do you know? What does the x value you solve for mean in context of the problem? What does the y value mean in the context of the problem? What does that tell you about when which plan is cheaper and when which plan is more expensive? What does this exercise tell you about finding patterns from a table? What do we need to make sure of in terms of finding our constant difference and in finding our initial value?

Evidence What will students say, do, produce, etc. that will provide evidence of their understandings?

Students will write their own exit slips to the question: An online movie company, Flixster, charges $3 for a membership and $.50 per movie. Greenbox charges $1 per movie rented. Write an equation to model both companies. How many movies would you need to rent in order for both companies to cost the same amount of money?

Lesson Portfolio Entry Template Spring is a better buy because the consumer is currently under the texting limit. Students may use the graph, their table, or their algebraic expression to figure out the number of texts needed to send in order to figure out which plan is best.