1. Thursday, Feb. 12 th p. 170, 171

2. Thursday, Feb. 12 th 170 2/12/15 Thurs. L.T.: I can collaboratively use claim and evidence to interpret graphs of speed and acceleration. DO NOW: What is this graph trying to tell you? How do you know? ……………….. Reflection: Did I work collaboratively with my group? Did I contribute to making claim and evidence statements? Did I write on the notecard? 171 Title: Interpreting Graphs A.B. C.D.

3. Claim and Evidence Card Rotation Goal: to collaboratively use claim and evidence to interpret graphs of speed and acceleration. Success Criteria: 1. Everyone discusses the talking points to interpret the graph together. 2. Everyone writes on the index card to turn in to Ms. Kim. 3. Everyone writes the complete claim and evidence in their SNB.

4. Claim and Evidence Claim: Explaining what you think something is telling you Ex: Chocolate is the best ice cream flavor. Evidence: Proof or back up of why you think this... the data that shows what you’re claiming is accurate. Ex: A poll that asked 1,000 people showed that 856 people chose chocolate as the best ice cream flavor. Not an example: Because it’s way better than vanilla.

5. Jobs Claim Person: leads the discussion on the claim and writes it on the index card. Evidence 1: leads the discussion on 1 st piece of evidence and writes it on the card. Evidence 2: leads the discussion on the 2 nd piece of evidence and writes it on the card. Person 4 (Synthesizer): leads the discussion on whether or not you have a full claim and evidence. You make sure that the final product is what you want to turn in.

6. Sketch this graph into the top half of Box A. At Ms. Kim’s signal, we will start our discussion circles.

7. Sketch this graph into the top half of Box B. At Ms. Kim’s signal, we will start our discussion circles.

8. Sketch this graph into the top half of Box C. At Ms. Kim’s signal, we will start our discussion circles.

9. Sketch this graph into the top half of Box D. At Ms. Kim’s signal, we will start our discussion circles. Ignore this; look at the red line at A, B, and C!