Teacher resources and professional development across the curriculum

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Insights Into Algebra 1 - Teaching For Learning
algebra home workshop 1 workshop 2 workshop 3 workshop 4 workshop 5 workshop 6 workshop 7 workshop 8
Topic Overview Lesson Plans Student Work Teaching Strategies Resources
Workshop 8 Mathematical Modeling Student Work
Student Work:

Transmission Factors Assignment

Population Growth Activity
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NCTM Standards

Population Growth Activity

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Teacher Commentary

On the first page, in answer A of discussion, the student states that the population is increasing by 3 at the end of each shake. While the statement is not right, I think that probably the student is having problems wording the answer. Therefore I will ask: What do you mean by "increasing by 3 at the end of each shake?" How many Skeeters would you have at the end of two consecutive shakes? How does that amount compare to your original population? Hopefully the student will word out that the population was multiplied by 3 at the end of each shake, and that it is different from increasing by 3.

On answer E at the end, the student states that he notices that one of the similarities is that both populations were increasing at a constant speed. I will request more clarification on that statement. I will use questions like 'what do you mean by a constant speed?' to guide the student's thinking toward the direction that it may not be true for both populations.

I was very pleased to see that the student was able to determine the 2 growth patterns presented in the video clips, showing through equations that one video depicted a pattern of growth by constant addition that produces a linear model and the other video depicted a pattern of growth by constant multiplication that produces an exponential model.

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