Lesson 1.1.3 Can I graph myself?

The Algebra Walk

Lesson Objective:

Students will actively experience the xy-coordinate system in order to review its elements and
informally be introduced to a linear function.

CCS Standard(s):


Mathematical Practices:

Today students will look for and make use of structure as they use the input and output values of
equations to create human graphs.

Lesson Mathcast:



Length of Activity:

1-2 days (approximately 60 minutes)

Core Problems:

Problems 1-17 through 1-18

Technology:





The following tool can be used with Problem 1-17:

1-17 Student eTool (Desmos)
Materials:

Ropes, two, roughly 25 feet long
Ribbon or colored electrical tape to mark rope.
Index cards and colored markers that coordinate with the sticky dots
Five sheets poster graph paper (if you laminate these after you make the axes, you can reuse them).
Sticky dots, colors that match the markers, 13 of each color per class (use removable dots if you plan to
reuse the poster paper).
Lesson 1.1.3 Resource Page, one per student
Materials Preparation:



Mark intervals on each rope by tying a ribbon into a knot every 30". Number each set of index cards
with integers from 6 to 6. Use colors that coordinate with the sticky dot colors.

Create and label axes on the poster paper with values from 6 to 6 (or 10 to 10). Color the axes to
match the color of the sticky dots and title with the corresponding equation in color. Put an IN (x)
OUT (y) table like the one shown in problem 1-17 at the bottom of each poster. Optionally, laminate the
poster paper. Have the poster graphs up and ready in the classroom for students to plot their (x, y)
points after returning from the Algebra Walk.
Lesson Overview:

Today is the Algebra Walk, from the MCTP Professional Development Package, a compilation of
classroom-tested ideas from Australian mathematics teachers. This activity incorporates most of the
elements of an xy-coordinate system. Students role play human points that they associate with their
given coordinates. They also simulate movement of points on an xy-coordinate system. This kinesthetic
experience will help students understand the role of coordinates, why they form ordered pairs, the rules
for moving from the origin to a specific point on the grid, and very informally experience the effect that
the constant and coefficient have on a linear graph in the slope-intercept form, y = mx + b.

Suggested Lesson Activity:

Most students have some experience with the xy-coordinate system from previous classes. Regardless
of a students experience, however, the intention is to have the students learn more about how the
system works by seeing patterns in graphs.

The terms input (x) and output (y) can be used to describe the domain and range values. These
terms are even more vivid if you tie them to function machines where a given value (x) is put into the
machine, acted on by the rule, then discharged from the machine as the output of the work. A drawing
similar to the one at right can represent a function machine: it is not necessary to spend a lot of time on
the function machine model now as it will be developed more in Lesson 8.3.1.

The Algebra Walk (problem 1-17) is critical to this course because it gives students an unconventional
introduction to the xy-coordinate system. It is a vivid experience that you can refer to throughout the
course (Remember when we were outside...). When the outdoor activity is complete, students will
create large graphs that are posted in the classroom to use as the basis for any definitions, discussions,
and references the class needs to understand how the xycoordinate system works. It is important that
such teacher-centered activities come after the initial experiences of human graphing and making the
large class graphs.

Resist the urge to force formal vocabulary during this initial work with the xycoordinate system.
Left/right, up/down, input/output, and horizontal/vertical are actually better because they are
relatively concrete. Likewise, comments about slope and intercepts should stay informal, using
terms such as tilt or slant, and where the line crosses the axis. The formal vocabulary will come as
you incorporate it into class discussions and when it is presented in later chapters.

See the Materials Preparation section above to get ready for this lesson.

ALGEBRA WALK PROCEDURE:

1. Before going outside, give each student a data sheet (Lesson 1.1.3 Resource Page) and at least one
index card with one of the integers between 6 and 6, written on the left half of the card. There should
be thirteen cards for each color, one for each integer xvalue from 6 to 6. Each color relates to one of
the equations in parts (a) through (e) of problem 117. Each student will also need a pencil for
sketching the human graphs while outdoors. There should be enough cards for students to have more
than one card. Make sure that each student has cards that are different in color and remind students
NOT to write on the cards.

2. Once outside, situate students so they are facing the x-axis, looking toward the positive ydirection.
This orientation is important because it corresponds to the standard orientation used when graphing.

Call for students with red cards to find their places along the horizontal axis. The students should stand
with both feet on the xaxis facing the positive y direction, with their backs to the rest of the class.
Start with part (a) of problem 1-17, y = 2x + 1. Give the following directions: Be sure you are standing
on the mark that corresponds to the number on your card. Look at the number. Multiply it by 2. Add
one. (Pause) Got it? Record the resulting number on your resource page. When I say go, take that
number of paces forward or backward, parallel to the y-axis. A pace is the distance between two
marks on the vertical axis. Ready? GO!

Mistakes will be made. Encourage students to help each other out. In most cases, the students will
handle corrections themselves. Resist the urge to manage this yourself.

3. Have the student observers complete the appropriate section of their data sheet. They should
roughly sketch and describe each shape they see. You may need to modify the sheet if the colors of
your cards and dots are different.

4. Repeat this process for each rule on the resource page. You might have students who do rule (c)
stay in position while others graph rule (d), to introduce the idea of the intersection of lines.

If you want to extend the exercise, have a set of students take two steps to their right after they have
created a graph of a function. Ask them what features of the graph change and what features stay the
same. This begins an intuitive introduction to translations that will appear occasionally during the year.

5. Back in class: Record data from each function on one large graph using poster graph paper and sticky
dots. Have teams of students record their (x, y) coordinates in tables for each rule on the chalkboard, or
ask for verbal responses for each separate graph and record the data yourself.

If the outdoor activity cannot be done due to weather, one alternative is to do the activity as described
using the floor of your classroom. Another method is to use large poster graph paper, but this should be
avoided if at all possible. Doing this problem outside makes this one of the most memorable and
enjoyable problems of the year.
Closure:
(10 minutes)

Problem 1-18 is intended as a whole-class discussion. Point out issues that caused confusion during the
Algebra Walk and how they were resolved. Based on how the activity went and the creation of the class
graphs, point out the main mathematical ideas: each axis is a number line; the point (0, 0) is called the
origin; a point is named by x first and then y, giving rise to the term ordered pairs; some equations
give straight lines, while others result in curves; some lines go uphill while others go downhill; the
steepness of the hill varies for different equations; different lines cross the y-axis at different places.

Keep in mind that this lesson is a kinesthetic introduction to linear equations and that formal vocabulary
will be developed over several lessons. This is not the time or place for discussing the y = mx + b
structure of linear functions, nor the effect of coefficient m or constant b. Do not use the formal words
slope or y-intercept. Instead allow students to make observations and conjectures; do not impose
formal vocabulary on them at this point. You do not want to discourage discourse by insisting on
formalism at this time. There will be plenty of time later in this course to develop conceptual
understanding of and more precise student vocabulary for linear functions.
Universal Access:

Academic Literacy and Language Support: Have a student read the introduction. Instruct students to
turn to their Math Notes page from Lesson 1.1.2. Write the vocabulary words from those notes and
assign one word to each team. Give them a minute to review and then have each team share out their
word and definition. This will reinforce the importance of using the Math Notes as well as review the
necessary vocabulary that will be used in todays lesson.

Have a student read problem 1-17 Algebra Walk. Refer to the Suggested Lesson Activity notes to
explain the activity. To support English Language Learners with the vocabulary inputand output,
refer to the teacher notes about a function machine. Have the function machine drawn on the board
with a simple function such as y = 2x. Encourage students to discover the meaning of the vocabulary by
asking If a value of x = 3 is put in the function machine what will the value be that is put out? As
suggested, spend minimal time on this concept and do not introduce vocabulary of domain and range.
This concept will be revisited in more depth in Chapter 8.

Problem 1-18 part (b) asks the students to explain the symbolic rule from parts (a) through (e) in
words. After the Algebra Walk activity refer the students to the function machine on the board from
the previous discussion. Ask a student Can you please explain what the function machine is doing to
the value that has been inputted? This will help the English Language Learners with the challenge of
writing by letting them hear the description first. Ask students to pick one of the functions from the
activity and then to share with a partner what the function machine is doing to that function. Encourage
teams to work together on problem 118.

Problem 1-21 refers the students to the glossary for vocabulary words with which they may not be
familiar. To help students understand how to use the glossary as an aid to the problem, read one of the
problems together as a class. Use a combination of team and class discussion to complete the problem
incorporating the use of the glossary. Students using the eBook will notice that many vocabulary words
are clickable with "popup" glossary definitions.
Team Strategies:

If you are using team roles to help structure teamwork in your class, it is strongly recommended that
you remind students of their roles at the beginning of problem 1-18. The students should use Team
Roles for this problem if you are not doing it as a whole-class discussion. The Facilitator can read the
problem and the Recorder/Reporter makes sure that everyone is writing their own answers. During the
Closure of the lesson, the Recorder/Reporter should represent the team and share the teams answers.

Homework:

Problems 1-19 through 1-23

Note: The Math Note in this lesson discusses the 5-D Process that was introduced in previous Core
Connections coursework. Problem 1-20 asks students to define a variable and write an equation to
solve the problem. If your students struggle with or are new to this sort of task, then you might want to
go over the 5-D Process with your entire class. Writing and solving equations from word problems is an
important skill for this and future courses.