![]() ![]() Why not start from the beginning of this contextual 8-day unit of real world lessons from the Make Math Moments Problem Based Units page. Two (2) additional number talk prompts are available in Day 5 of the Evergreen problem based math unit that you can dive into now. Want to Explore These Concepts & Skills Further? In the visual math talk prompt video, you will see the combinations of 6 feet and 7 ¾ feet as well as 5 ½ feet and 7 ¼ feet modelled using a tape diagram and/or linear model. You might even ask students for a possibility where the taller tree is a whole number of feet, therefore requiring students to subtract 1 ¾ feet from that quantity.īe sure to model the combinations that students share with you and encourage them to explain their thinking so you can attempt making their thinking visible. Having students who used this strategy share first would be helpful as these would be the most accessible combinations and would be easy to model for all learners.Īsk other students to share other combinations where the shorter tree height is not a whole number of feet tall to encourage other possibilities that may prove to be more challenging to work through. Some obvious choices would be combinations that have a whole number of feet representing the height of the shorter tree such as 2 feet so that the taller tree would simply be 1 ¾ feet taller or 3 ¾ feet. Give students some time to work through some possibilities and share them with their neighbours. What are some possible heights for these two trees if the range in height is 1 ¾ feet? You can access the full set of visual number talk prompts on the Make Math Moments 5 day unit called Evergreen. But by thinking about it we can see that the range (actual output values) is just the even integers. Example: we can define a function f (x)2x with a domain and codomain of integers (because we say so). And The Range is the set of values that actually do come out. ![]() The range we will explore in this set of visual number talk prompts is 1 ¾ feet. The Codomain is actually part of the definition of the function. Note that it does not matter which two values are selected, as long as the difference is consistent. Work with students to determine an appropriate scale for the data points that you model. Model a few student suggested measurements for each range on a number line. For each range, ask students to determine the possible heights of the shortest and tallest tree within each data set. Present the various ranges below one at a time. Students might write and/or model their responses independently.
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