The purpose of this Warm-up is to elicit the idea that organizing data is helpful for recognizing patterns, which will be useful when students work with ways or organizing data in a later activity. While students may notice and wonder many things about this table, working towards recognizing any patterns and associations are the important discussion points.
This Warm-up prompts students to familiarize themselves with the context and mathematics that might be involved by making sense of data before organizing it (MP1).
Arrange students in groups of 2. Display the table for all to see. Ask students to think of at least 1 thing they notice and at least 1 thing they wonder. Give students 1 minute of quiet think time, and then 1 minute to discuss the things they notice and wonder with their partner.
Here is a table of data. Each row shows 2 measurements of a triangle.
What do you notice? What do you wonder?
| length of short side (in) | length of perimeter (in) |
|---|---|
| 0.25 | 1 |
| 2 | 7.5 |
| 6.5 | 22 |
| 3 | 9.5 |
| 0.5 | 2 |
| 1.25 | 3.5 |
| 3.5 | 12.5 |
| 1.5 | 5 |
| 4 | 14 |
| 1 | 2.5 |
Students may notice:
Students may wonder:
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 table. Next, ask students, “Is there anything on this list that you are wondering about now?” Encourage students to observe what is on display and respectfully ask for clarification, point out contradicting information, or voice any disagreement.
If the pattern that both values increase together does not come up during the conversation, ask students to discuss this idea.
All skills for this lesson
No KCs tagged for this lesson
The purpose of this Warm-up is to elicit the idea that organizing data is helpful for recognizing patterns, which will be useful when students work with ways or organizing data in a later activity. While students may notice and wonder many things about this table, working towards recognizing any patterns and associations are the important discussion points.
This Warm-up prompts students to familiarize themselves with the context and mathematics that might be involved by making sense of data before organizing it (MP1).
Arrange students in groups of 2. Display the table for all to see. Ask students to think of at least 1 thing they notice and at least 1 thing they wonder. Give students 1 minute of quiet think time, and then 1 minute to discuss the things they notice and wonder with their partner.
Here is a table of data. Each row shows 2 measurements of a triangle.
What do you notice? What do you wonder?
| length of short side (in) | length of perimeter (in) |
|---|---|
| 0.25 | 1 |
| 2 | 7.5 |
| 6.5 | 22 |
| 3 | 9.5 |
| 0.5 | 2 |
| 1.25 | 3.5 |
| 3.5 | 12.5 |
| 1.5 | 5 |
| 4 | 14 |
| 1 | 2.5 |
Students may notice:
Students may wonder:
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 table. Next, ask students, “Is there anything on this list that you are wondering about now?” Encourage students to observe what is on display and respectfully ask for clarification, point out contradicting information, or voice any disagreement.
If the pattern that both values increase together does not come up during the conversation, ask students to discuss this idea.