These mazes can be used with all readiness levels. I have them do their work on a whiteboard while they find their way through the maze. The mazes themselves are easy to complete and you can see really quickly who’s getting it and who isn’t. If you wait a few months and use the same maze again, students don’t remember the original. I use it during my slope unit and then again later in the year as cyclical review. It has one maze for tables (seen below), one for graphs, and one for verbal descriptions (seen above). This particular set of mazes includes three mazes for identifying slope. Once they finish, I usually have them work on an error analysis prompt on the back of their maze. After I take attendance, I check their mazes. They grab the maze on the way in the door and get right to work. Students love them and they aren’t very intimidating. In my class we start just about everyday with a maze. Let’s look at what they each have to offer. Each of these activities helps to practice different aspects of slope and has different strengths. Khan Academy: Practice Slope on a Graph and Practice Slope from Two Pointsįinding Slope on a Table Notes and PracticeĬan You Find the Slope Game? Let’s dig inĮven if you don’t have time to complete all of these activities in your slope unit, they can be used as bell ringers, sponge activities, homework, and cyclical review. Slope with Coordinate Points Cards and Slope Worksheet Here are 11 activities to practice identifying slope: Remember, there are 5 representations and 4 types of slope. After the discovery lab we get into a variety of practice activities. We start our slope adventure with a discovery lab. If they have this as their foundation, everything will run more smoothly when we get to slope-intercept form. I could be patient and take the time necessary to give them a solid foundation with slope.Īt this point, I teach slope by itself (without introducing a y-intercept) and get students comfortable with what it represents, how to identify it in the different representations, and then have them compare slopes. When kids learned how to count, they had years to get the numbers down. When you lay those all out and count them up, that’s a lot of things to understand. Students have to be able to find slope on a table, a graph, two coordinate points, a verbal description, and in an equation. My earliest experiences teaching slope were frustrating because I didn’t understand what made it complicated for students. If we don’t do it right the first time, we have to play catch-up for a long time. Teaching slope is one of the most foundational topics that we teach in middle grades.
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