On Both of the Lines
10 min
Teacher Prep
Setup
Narrative
The purpose of this Warm-up is to get students to think about a context that will be explored in the following activity and to reason about the speed, distance, and time that each animal is traveling in relation to one another. In the next activity, students will write equations for the bugs and graph these relationships.
By familiarizing students with a context and the mathematics that might be involved, this Warm-up prompts them to make sense of a problem before solving it. (MP1).
Launch
Arrange students in groups of 2. Display the image for all to see. Ask students to think of at least one thing that they notice and at least one thing that they wonder about. Give students 1 minute of quiet think time, and then 1 minute to discuss with their partner the things that they notice and wonder.
Student Task
What do you notice? What do you wonder?
Sample Response
Students might notice:
- The ladybug is moving from left to right and the ant is moving from right to left.
- The ladybug and the ant are each moving at a constant speed.
- The ladybug is moving 8 units every 2 seconds and the ant is moving 16 units every 2 seconds.
- In the picture at 6 seconds, the ant is no longer visible in the picture.
- At some time in between the 2 second picture and the 4 second picture, they pass each other.
Students might wonder:
- Where did the ant go in the last picture?
- At what time did they pass each other?
- At what tick mark did they pass each other?
- Did they wave as they passed each other?
Activity Synthesis (Teacher Notes)
Ask students to share the things they noticed and wondered. Record and display their responses without editing or commentary for all to see. If possible, record the relevant reasoning on or near the image. Next, ask students, “Is there anything on this list that you are wondering about now?” Encourage students to observe what is on the display and to respectfully ask for clarification, point out contradicting information, or voice any disagreement.
If the idea of when the bugs pass one another and their speeds does not come up during the conversation, ask students to discuss this idea.
Standards
- 8.EE.8·Analyze and solve pairs of simultaneous linear equations.
- 8.EE.C.8·Analyze and solve pairs of simultaneous linear equations.
10 min
15 min
Knowledge Components
All skills for this lesson
No KCs tagged for this lesson
On Both of the Lines
10 min
Teacher Prep
Setup
Narrative
The purpose of this Warm-up is to get students to think about a context that will be explored in the following activity and to reason about the speed, distance, and time that each animal is traveling in relation to one another. In the next activity, students will write equations for the bugs and graph these relationships.
By familiarizing students with a context and the mathematics that might be involved, this Warm-up prompts them to make sense of a problem before solving it. (MP1).
Launch
Arrange students in groups of 2. Display the image for all to see. Ask students to think of at least one thing that they notice and at least one thing that they wonder about. Give students 1 minute of quiet think time, and then 1 minute to discuss with their partner the things that they notice and wonder.
Student Task
What do you notice? What do you wonder?
Sample Response
Students might notice:
- The ladybug is moving from left to right and the ant is moving from right to left.
- The ladybug and the ant are each moving at a constant speed.
- The ladybug is moving 8 units every 2 seconds and the ant is moving 16 units every 2 seconds.
- In the picture at 6 seconds, the ant is no longer visible in the picture.
- At some time in between the 2 second picture and the 4 second picture, they pass each other.
Students might wonder:
- Where did the ant go in the last picture?
- At what time did they pass each other?
- At what tick mark did they pass each other?
- Did they wave as they passed each other?
Activity Synthesis (Teacher Notes)
Ask students to share the things they noticed and wondered. Record and display their responses without editing or commentary for all to see. If possible, record the relevant reasoning on or near the image. Next, ask students, “Is there anything on this list that you are wondering about now?” Encourage students to observe what is on the display and to respectfully ask for clarification, point out contradicting information, or voice any disagreement.
If the idea of when the bugs pass one another and their speeds does not come up during the conversation, ask students to discuss this idea.
Standards
- 8.EE.8·Analyze and solve pairs of simultaneous linear equations.
- 8.EE.C.8·Analyze and solve pairs of simultaneous linear equations.