case 1

Day 1 clip 1: Introducing Clown’s Walk

Ms. Coombs begins this lesson sequence in her regular Algebra I class with an activity involving a computer tool that displays the back and forth motion of a character named Clown. 

Day 1 clip 2: Exploring Clown's Walk

This portion of the class occurs immediately after Ms. Coombs asks the class to work in pairs on the activity described in the previous clip.

Day 1 clip 3: Exploring Clown's Walk Using the Finger Tool

This segment shows Ms. Coombs working with another pair of students as they try to create the graph of Clown’s walk as described on the activity sheet introduced previously.

Day 1 clip 4: Exploring Clown's Walk Using the Finger Tool, Part II

As a result of her interactions with the students (see Clip 2 and 3), Ms. Coombs realized that the students were engaging in the task without using the finger tool.

Day 1 - Clip 2
Exploring Clown's Walk

This portion of the class occurs immediately after Ms. Coombs asks the class to work in pairs on the activity described in the previous clip. They are working through the steps on the activity sheet in which they have been asked to coordinate the quantities of number of seconds walked and total distance traveled.  They are also asked to produce a graph representing their coordination of these events. 

The students created their graph by plotting what Ms. Coombs calls “benchmark points.”  They obtained these points by playing and pausing the video of Clown walking and then reading the time and distance off of the applet. Ms. Coombs encourages the students to first develop an overall sense of the graph before graphing any point so that they can check their points against this image.

 

 

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