Bike and Truck Task

Student Learning Goals

Students will understand in context characteristics of functions (increasing/decreasing, domain, range, linear, nonlinear, intercepts).

Students will develop an understanding of average rate of change of functions from graphical data.

Bike and Truck Task

Bike and Truck Task

Complete individually parts 1-4 of task.

Bike and Truck TaskDiscuss in Groups

Share your work on each question according to the following protocol.

Person with birthday closest to today begins by reading question 1 and sharing their labeling. Moving around the group, the second person explains how they think the first person made this decision.

Person 3 reads question 2 and gives their description of the movement of the truck. Person 4 gives an explanation of why they feel the values of B(t) and K(t) helped in constructing the description.

Repeat this procedure for questions 3 and 4.

Bike and Truck Task

Discussion with Entire Group

Vocabulary

Share “ahas” from the task.

What did they learn that they didn’t know before?

Bike and Truck Task

Video of Bike and Truck TaskHave one group of participants transcribe the questions the teacher asks students. Share these questions after the video.

Do the questions the teacher asks in the video maintain or reduce the cognitive demand for students?

Have another group record the length of time the teacher talks, and the length of time the students talk in the video.

Share the results. How does “talk time” (discourse) impact student learning?

Have another group watch for the teacher’s location and position during the video.

Share results.How might teacher position in the classroom impact discourse?

Bike and Truck Task

Video at http://goo.gl/NxfZGy

Bike and Truck Task

Discussion:

How does the teacher know what questions to ask?

How will I know what questions to ask with my students?

Look back at questions 1-4 in the task. Go carefully through each question and underline the key parts of the question that assured students were focusing on learning targets (characteristics of functions and average rate of change).

Bike and Truck Task

Questions to Consider Relating to Mathematical Practice

What learning progression is this task part of?

What prior knowledge do students need to bring to this task?

Where do we go from here in this learning progression?

How does this task relate to the student learning in your grade/course?