Unit 2, Lesson 10
Equations and Relationships
Extra Support Materials for Algebra 1
10.1
Warm-up
Which Three Go Together: Slopes and Intercepts
Instructional Routines
Which Three Go Together?
Materials
None
Activity Narrative
This is the first Which Three Go Together? routine in the course. In this routine, students are presented with four items or representations and are asked “Which three go together?” and “Why do they go together?”
Students are given time to identify a set of three items, explain their rationale, and refine their explanation to be more precise or to find additional sets. The reasoning here prompts students to notice common mathematical attributes, look for structure (MP7), and attend to precision (MP6), which deepens their awareness of connections across representations.
This Warm-up prompts students to compare four linear relationships. It gives students a reason to use language precisely (MP6). It gives the teacher an opportunity to hear how students use terminology and talk about characteristics of a linear equation, slope, and
Before students begin, consider establishing a small, discreet hand signal that students can display when they have an answer they can support with reasoning. Signals might include a thumbs-up or a certain number of fingers that tells the number of responses they have. Using such subtle signals is a quick way to see if students have had enough time to think about the problem. It also keeps students from being distracted or rushed by hands being raised around the class.
Launch
Arrange students in groups of 2–4. Display the representations. Give students 1 minute of quiet think time, and ask them to indicate when they have noticed three representations that go together and can explain why. Next, tell students to share their response with their group and then together to find as many sets of three as they can.
Activity
NoneWhich three go together? Why do they go together?
Activity Synthesis
Invite each group to share one reason why a set of three go together.
Record and display the responses for all to see. After each response, ask the class if they agree or disagree. Since there is no single correct answer to the question of which three go together, attend to students’ explanations and ensure that the reasons given are correct.
During the discussion, ask students to explain the meaning of any terminology they use, such as “rate of change,“ “slope,“ “linear equation,“ and “
- “How do you know
?” - “What do you mean by
?” - “Can you say that in another way?”
Have feedback on the curriculum?
Help us improve by sharing suggestions or reporting issues.