1. Warm-Up:
Identify the method and list the steps for solving the following problem & then solve it:
How many meters are in 1 cm?

2. Agenda Chalk Talk (I’ll explain) Graphing Review/Discussion
Reading from Textbook (pg )
Change in Position Review

3. Chalk Talk: Instructions
KEY IDEA: This is a SILENT discussion that requires each of you to think critically and respond to each other’s questions and ideas.
DON’T WORRY, you won’t be silent the whole time, but when I ask you to be silent, I need you to be silent.

4. Chalk Talk: Instructions
I will present you with an open-ended question.
You will be given 2 sticky notes – one to write down an idea you have about my question, and one to write a question you have about my question.
You will have 5 minutes to write your idea and question on the sticky note
THIS IS A SILENT TIME

5. Chalk Talk: Instructions
When your are done, place your sticky notes on one of the posters around the room.
It doesn’t matter which one.
You will then return to your seat.
When I call time, you will go to a poster and read your classmates’ ideas and questions.
You will then respond to them using a pen and writing on the paper next to the sticky note.
You will then proceed to other posters around the room – again reflecting and responding to your classmates’ ideas and questions.

6. Chalk Talk: Leading Question
Why do you think information is often presented in graphs instead of just in a list, paragraph, or table?
What comes to mind when you consider this question?
Remember: You need to write an idea and a question and place them on a poster.
YOU MUST BE SILENT DURING THIS PART OF THE LESSON

7. Chalk Talk: Silent Discussion
Walk around the room, read your classmates’ sticky notes.
Reflect on what is written, and respond.
You aren’t just responding to their questions, if their ideas spark further ideas and questions, write those on the poster.
This step requires you to be silent.

8. Chalk Talk: Verbal Discussion
Search for Patterns: In pairs, read through the postings and responses. Search for patterns or themes.
You will have 5 minutes to come up with a 3 top themes you noticed.

9. Group Discussion: Themes
Each partnership will report the patterns/themes they wrote down.

10. Reading
Retrieve your textbook (I have copies of the pages if your book isn’t here).
Read pages 27 & 28
As you read, reflect on the questions raised during the Chalk Talk.
Does your text book answer any of them?
Which questions does it not answer?

11. Think-Pair-Share
Take a moment to answer this question in your notebook:
How have we used graphs so far in this class?
Turn to a partner, and share your answers.
Partners will take turn sharing with the class.

12. Previously…
We looked at the speed of our cars at different positions on the ramp.
This required us to know the distance traveled and the time it took to travel that distance.
Now we are going to look at position vs time graphs.

13. Position vs Time
What is position?
Definition: a location in space.

14. How do we describe change in position?
Distance
Displacement
Scalar
Direction doesn’t matter
Interested in total # of steps along a path does.
Vector
Direction matters.
Shortest straight-line path from start to finish.

15. Reading: pg
As you read, write down 3 ideas/concepts that are important in this text – be sure to look at Figure 2-10!

16. 3-2-1:
Find a partner and take turns sharing your 3 key “takeaways” from the reading.
Pick the top two key “takeaway” ideas

17. 3-2-1: Next, join with another partnership to form a group of 4.
Take turns sharing your top two takeaways.
As a group of 4, pick your top takeaway idea, have one person from your group write it on the board.

18. Next Class
We will expand on what we learned today, by investigating slope.
Friday, we will put it all together in a speed lab.

19. Exit Ticket
List 1 reason why graphs are useful for presenting information.