Last semester I left off
with graphing lines. By the time the semester was over, *most* of my students “got
it”. However, by the time January rolls around most of them forget everything
they learned before Christmas. So today I wanted to do an activity that
reminded them about first semester but guided them towards second semester.

Of course, they were
shocked that I was the

*only*teacher in the entire building that was actually making them do work today. Apparently most teachers decided to spend this day as a free day discussing holiday events….riiiiiiiight. Anyway, my plan consisted of: bell ringer, multiple representations match-up activity, and then graphing practice.**Bellringer:**

1.
What is the slope-intercept form?

2.
What letter represents slope?

3.
What letter represents the y-intercept?

4. In
your own words, explain how you would graph a line that is in slope-intercept
form.

I was pleased with the results
from the bellringer. Most of the students could at least answer the first three
questions. Quite a few were able to come up with

*something*for the fourth question. We talked about it and then moved on to the activity.**Activity:**

My room is arranged into 6
groups of 4 desks each. I cut out 6 word problems with matching equations,
tables, and graphs. I attached each separate part to an index card. When I was
finished I had 24 index cards with either a table, a graph, an equation, or a word
problem. I had the cards all shuffled up and I gave each student an index card.
(Some of the students were absent so I had a community pot with the extra
cards.)

The word problems were
designated a specific group and seat number (each group has seats #1-4). The rest of the cards had to stand up and
then walk around and find the group they belonged to. If they were correct, the
word problem, equation, table, and graph would all represent the same
information.

After about 10 minutes the groups were happy with their choices. At that time I told seat #1 that they were the reporter for the group. I gave the teams 7 minutes to talk about their choices and come up with a thought out explanation for why each piece belonged to the group. At the end of 7 minutes, I had the reporters from each group stand up and take turns sharing out.

I really loved the share out portion of the activity because I was able to see which groups really understood things like "In the table the y-intercept is represented by...and you find that in the graph by....and the equation shows that...and the word problem says..." It was great!

I'll definitely use this type of group/team work again. The reporting out at the end is what truly made this activity shine...and it got the students talking MATH on day #1!!