The purpose of this activity is to familiarize students with the eight relationships they will continue to work with for the rest of this lesson. In this partner activity, students take turns matching equations and tables that represent the same relationship without knowing what real-world situations the relationships represent. As students trade roles explaining their thinking and listening, they have opportunities to explain their reasoning and critique the reasoning of others (MP3).
Students can make use of structure (MP7) as they narrow down which tables could possibly match each equation. For example, they may recognize whether the values for the dependent variable should be greater or less than the corresponding values for the independent variable, based on the operation and numbers in the equation.
Tell students that the cards contain either an equation or a table and that they will take turns matching the cards. Explain how to set up and do the activity. If time allows, demonstrate the steps with a student as a partner. Consider demonstrating productive ways to agree or disagree, for example, by explaining mathematical thinking or asking clarifying questions.
Arrange students in groups of 2. Give each group a set of 18 cards cut from the blackline master.
Consider allowing students to use calculators to ensure inclusive participation in the activity.
Your teacher will give you a set of cards. Take turns with your partner to match an equation with a table.
For each match that you find, explain to your partner how you know it’s a match.
For each match that your partner finds, listen carefully to their explanation. If you disagree, discuss your thinking and work to reach an agreement.
Table I: G=J+13
Table J: m=8.96V
Table K: y=121x
Table L: P=I−47.50
Table M: C+273.15=K
Table N: S−2=T
Table O: g=28.35z
Table P: E=6s
Some students may struggle to relate the variables in the equation to the columns of the table. Remind students that when we have one variable expressed in terms of the other variable, we call the former the "dependent variable" and the latter the "independent variable". For example, in the equation a=b+6 we say that b is the independent variable and a is the dependent variable, because a is expressed in terms of b.
All skills for this lesson
No KCs tagged for this lesson
The purpose of this activity is to familiarize students with the eight relationships they will continue to work with for the rest of this lesson. In this partner activity, students take turns matching equations and tables that represent the same relationship without knowing what real-world situations the relationships represent. As students trade roles explaining their thinking and listening, they have opportunities to explain their reasoning and critique the reasoning of others (MP3).
Students can make use of structure (MP7) as they narrow down which tables could possibly match each equation. For example, they may recognize whether the values for the dependent variable should be greater or less than the corresponding values for the independent variable, based on the operation and numbers in the equation.
Tell students that the cards contain either an equation or a table and that they will take turns matching the cards. Explain how to set up and do the activity. If time allows, demonstrate the steps with a student as a partner. Consider demonstrating productive ways to agree or disagree, for example, by explaining mathematical thinking or asking clarifying questions.
Arrange students in groups of 2. Give each group a set of 18 cards cut from the blackline master.
Consider allowing students to use calculators to ensure inclusive participation in the activity.
Your teacher will give you a set of cards. Take turns with your partner to match an equation with a table.
For each match that you find, explain to your partner how you know it’s a match.
For each match that your partner finds, listen carefully to their explanation. If you disagree, discuss your thinking and work to reach an agreement.
Table I: G=J+13
Table J: m=8.96V
Table K: y=121x
Table L: P=I−47.50
Table M: C+273.15=K
Table N: S−2=T
Table O: g=28.35z
Table P: E=6s
Some students may struggle to relate the variables in the equation to the columns of the table. Remind students that when we have one variable expressed in terms of the other variable, we call the former the "dependent variable" and the latter the "independent variable". For example, in the equation a=b+6 we say that b is the independent variable and a is the dependent variable, because a is expressed in terms of b.