Strategies+for+Literacy

= //**Slope Word Sort** // =



The teacher introduces the “Slope Word Organizer” as a tool and links it to the mathematical formulas that are associated with slope. The student will understand that the slope represents the orientation of a line. The knowledge that applies to this enduring understanding; students will know the definition of slope as rise over run and students will know that slope is a ratio of the change in vertical to horizontal. This graphic organizer is a useful tool for students to have, to visualize the many different ways to determine slope. Students are not only given the different definitions of the word but a visual representation of each. Students have follow up questions to the graphic organizer to check their understanding and to allow students to practice using the definition of slope. In completing the worksheet it is important students continue their understanding of slope by having students work in pairs to share their knowledge and understanding of what slope is. To follow up with this, challenge students using a visual representation of pictures of slope in real life situations and using blocks as steps to allow students time to discuss slope using the academic language they just saw and explain their reasoning for each. Students in this way are challenged to apply the language they just learned to communicate mathematical reasoning for the different slopes presented in life. The skills that apply to this enduring understanding: students will be able to determine the slope of a line and students will be able to compare and interpret slopes. Students will be able to calculate slopes using rise/run, slope formula and by visual inspection of a graphed line. **//Theoretical Perspective: Cognitive Approach //** Students are given an opportunity to practice their understanding of slope by applying it to the visuals and manipulative provided. The concept of slope is broken down into three different parts to allow students the different learning opportunities. Students are able to learn from one another and teach what they know by the think aloud process. With the use of the visuals and manipulative after completing the work sheet and discussing slope students are able to transfer what they know by applying it to real life representations and to further understand slope-intercept form and linear equations.

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= //**Slope Formula Graphic Organizer** // =



Before giving students this worksheet, explain what slope is and the importance of using the slope formula to determine the slope of a line. Explain to students how the slope formula is vertical change (the y values) compared to horizontal change (the x values). Have the student follow along as the teacher models how to solve for slope using the “Think A Loud” process. A common misconception students have is mixing up the x and y values, so it is important to emphasize the coordinates when calculating slope. Have students use “Rally Coach” process to complete the exercises. “Rally Coach,” is a partner activity in which two students work together, there is one pencil and one paper for each pair, the student take turns answering the questions an explaining to their partner out loud as they listen. This activity will help guide students in completing the process step by step and allows students to practice explaining why, by describing each step in the box next to the calculations. Students will understand that slope can be determined in a variety of ways. This strategy will lead to students’ knowledge of the definition of slope as the slope formula. Students will eventually be able to calculate the slope using the slope formula. **//Theoretical Approach: Social Cognitive Theory //** The graphic organizer for the steps to solve for slope is an example of teaching the basic knowledge and skills to master the step-by-step process of finding slope. By having students engage in “Rally Coach” students are participating in successful peer models and encouraged to evaluate one another as they listen to their partner walk through the problems as they think aloud and provide help. Also, the teacher models and describes successful strategies for the step calculations and working in pairs.

= //Computer Activity // =

[|Visual Manipulative For Rise/Run]

Students will use be able to analyze and interpret a graph by manipulating the points to understand slope as measure of steepness. In this investigation students will understand the relationship of the steepness of a graph and the relationship of the x and y-axis. This activity will challenge students to think critically about the meaning of slope and what it means with respect to a graph and understand the rate of change of the graph depending on the slant of steepness. Students will be given guiding questions and exercise to learn how to investigate the graph with respect to slope and will help build inquiry for deeper learning. The enduring understanding uncovered here, students will understand that slope represents a rate of change. The knowledge they will apply to this enduring understanding is to know to connect rate of change to slope and the skills that apply to the enduring understanding is students will be able to compare and interpret slopes and greater values result in steeper rise. Upon having students present their discoveries from the activity, having a discussion with the students connect their findings with the big idea and concepts of the activity. **//Theory Perspective: Constructivist Approach //** During this activity students have the opportunity to construct their own knowledge and meaning of slope. The student is able to use animation graphs by manipulating the points to experiment with what happens to slope as the points change and what it means with respect to the steepness of the slope. This activity is scaffolded with guiding questions and examples of how to manipulate the coordinates, to help guide students to construct their own knowledge of the concepts. With this practice students will be able to transfer the knowledge they attain to real life situations. Students are able to monitor their own learning on the computer activity because it gives the calculations they can compare too. At the end of the activity, using student presentations and the concepts and understanding they found, the teacher is able to connect student thought to emphasize conceptual understandings and discuss the relationships between slope, steepness and the relationships to the x and y values. =Anticipation Guide =



//This is a great reading strategy that helps build comprehension and understanding, from beginning to end, helps students connect their learning. Begin this activity by having students individually mark if they agree or disagree with the statements provided about the section on slope. Next have students share with their partners and have them discuss their thoughts and reasoning for their opinion. This is a great way to get students engaged and interested in the reading/section, while addressing any curiosities that may have and connect prior knowledge. The anticipation guide helps guide the students during the reading and looking out for the key ideas. During the read, encourage students to make connections to the text and the mathematics and the statements in the anticipation guide. In a group, have students “Round Robin” as they make the connection, which is having students take turns readingn in a circle. After the reading, have students mark the statements in the after column. Have students compare the before and after responses and share their reasoning with a partner. Use student responses to guide a discussion to the learning outcomes and main idea of the lesson. The following are the objectives covered: The students will graph a linear equation given the slope and y-intercept. The students will understand that the slope represents the orientation of a line; therefore students will know the definition of slope as rise over run, zero, undefined, positive or negative and the slope formula. Eventually, students will be able to create a line given a slope and determine the slope of a given line. Students will understand that slope can be determined in a variety of ways. Students will know the definition of slope as rise/run, slope formula, positive, negative, undefined, zero or steepness. The skills that the students will attain for this enduring understanding is, students will be able to calculate slopes using rise/run, slope formula and by visual inspection of a graphed line. //

**//<span style="font-family: Georgia,serif; font-size: 12pt;">Theoretical Approach: Cognitive Theory //** //<span style="font-family: Georgia,serif; font-size: 12pt;">Use of the Anticipation Guide will help students understand the logic that is being produced in the reading task for slope. This strategy breaks down the reading task so students can have a guide through the reading to understand the concepts and main ideas. This allows students to practice reading for the main ideas, practice communicating using academic language and practice applying the concepts. The Anticipation Guide provides opportunity for students to transfer knowledge using their prior knowledge and the new concepts they read about during the reading task to make connections and reasonable decisions. Along students to discuss their findings and compare the differences of the before and after thinking and reasoning, teaches students how to define certain problems. Given that students are using prior knowledge to write if they agree or disagree with the statements provided and allowing them to discuss provided, sufficient wait time for students to process the information. //