Monday, October 17, 2016

Unit Vocab Cards: Part 1

Vocabulary Cards Set Up:

Every unit I make a list of vocabulary cards for that particular unit. This list includes on grade vocabulary for that unit as well as words and concepts that might have been taught in years previous, but still connect to my 8th grade unit. 

The first unit for my 8th grade Pre-Algebra includes the following Common Core State Standards (as directly copied from the CCSS Grade 8 Standards found online here:

Define, evaluate, and compare functions.

CCSS.MATH.CONTENT.8.F.A.1
Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1
CCSS.MATH.CONTENT.8.F.A.2
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
CCSS.MATH.CONTENT.8.F.A.3
Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

Use functions to model relationships between quantities.

CCSS.MATH.CONTENT.8.F.B.4
Construct a function to model a linear relationship between two quantities. Determine the rate of change  and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
CCSS.MATH.CONTENT.8.F.B.5
Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
Yikes. That's a lot, right? So from that list I created the following collection of vocabulary words in a Google Slide (found here) using some free fun template I found on the internet:
Additionally, I also created matching definition cards that you can find in that same Google Slide . These could be used as a matching activity for students who are still struggling with the definitions or as an extension activity. 
Sentence Creation Class Activity
The first way to use these cards is through an activity that we, as a class, have called Sentence Creation. The name lacks a lot of creativity, but the strategy has big pay offs for both students and teachers. There are two variations of this activity, whole class and in groups. 
Whole Class: Pick 2 cards at random (or planned random) from the stack. Have each group write an academic sentence connecting the two vocabulary words in some way. Collect each group's sentence orally and in writing up on the board. Discuss which sentences you like, which sentences went in a direction that might be unexpected, which sentences were especially challenging, which sentences need some grammar fixes, etc. This is a great way to fill a few minutes at the end of the period instead of doing nothing and letting a 4-6 minute war break out. As a teacher, the misconceptions in both mathematics content and language are HUGE for a quick formative assessment to drive future instruction. 
Groups: Give each group 2 vocabulary words at random (or planned random). Have each group write an academic sentence connecting their two vocabulary words. Share out both orally and in writing up on the board. Then, each group passes just ONE vocab card to the next group. Repeat. If there are some combinations that are especially challenging, trade out a card for a new card and come back to the challenge at the end as a whole group. 

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