Eleanor Erickson's Personal Learning Path

Standard: Goal: My goal for this topic was to identify misconceptions when finding the are of a given parallelogram. Additionally, I want to make a point during my mini lesson and guided practice to share and use a helpful list of 'Steps for Understanding.' Hopefully these strategies will accommodate more students and will allow for more independent thinking, especially when a student is stuck on a question. The 'Steps for Understanding' will be the first resources students will (with lots of practice and redirection) go to if they're confused on how to start a question or if they're in the middle of solving one. The following are a couple problems from the lesson packet related to this standard, beginning with finding the area of a parallelogram.  Additionally, I've provided the incomplete template (below) that my students will receive to be completed during the Mini Lesson/Guided Practice. I've additionally added my answer key which in...

CCSS. Math. Content. 8.F.A.1 : Define, evaluate, and compare functions.  Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. Goal : My goal for the topic of functions is to have students understand inputs and outputs and use the vocabulary of domain and range. Specifically, I want this lesson to be more a student to student based discussion lesson. I'd like my students to observe and comment on the differences and similarities they see in the given diagrams. After their observations are made, the definition of a function will be given (if they are higher level thinkers, we can arrive at the definition together via the similarities observed) and students will then go back to identify which relations represent functions and also provide explanations. The following two example problems make for great visual representations of inputs, outputs a...