# Tools Vis Video Project

```Tools Vis Video
Project
Pam Trobiano
Target Audience
• 8th grade –Approximately 30 students per class
• Mathematics
• Beginning of the year- 1st book topic
Standards
• CCSS.Math.Content.7.RP.A.2.b
• CCSS.Math.Content.7.RP.A.1
• CCSS.Math.Content.8.EE.B.5
• CCSS.Math.Content.8.EE.C.7
Goals and Objectives
• SWBAT find a linear equation from a line on a
graph.
• SWBAT find a linear equation from a table of
data.
• SWBAT find a linear equation from word
description/situation and apply it to real life
scenario.
Linear Equation from a
Graph
• If you are given a graph of a line, how can you
find its equation?
Linear Equation from a
Table of Values
• If you are given a table of values, how can you
find the equation of the line it represents?
RU70&amp;feature=youtu.be
Linear Equation from a
word description
• If you are given a scenario or word description
of a linear relationship, how can you find the
equation?
Y7U
Brainy Bits – Limbic System
• Thamalus - sensory information goes through
the brain here first before being directed to
other parts of the brain. Students are taking
in information from sight, sound and touch
all throughout the lesson.
• Hypothalamus -regulates internal systems. If
this is off balanced the student may have a
hard time focusing during the lesson.
For example if they are tired or hungry
Brainy Bits- Limbic System
• Hippocampus- Takes working memories and converts to
long term storage. As the students learn each method
they will being taking the memory of the process and
putting it into long term storage for future problems. Also
compares to previous experiences, students may have
used linear equations without knowing it. It was also a
topic at the end of 7th grade.
• Amygdala- regulates emotions. If students enjoy the
topic, future problems may come easier to them. IF they
are frustrated during it, they could fear slope and linear
relationships.
Pedagogy Piece
Sense &amp; Meaning
• Sense comes from whether the student can understand
the concept based on their experience. Students can
make sense of visually (graph) and mathematically
(table) finding a linear equation. They can see the
equation form on a graph and they can count the
changed value on a table.
• Meaning is when it is relevant to the student. Students
can find linear equations to calculate prices amongst
other things in their own lives. For example many cell
phone bills are a type of linear equation. They have a
starting, flat fee and then cost an amount per minute.
Citations
• http://www.corestandards.org/Math/
• Sousa, David A. How The Brain Learns. 3rd ed.
Thousand Oaks, CA: Corwin, 2006. Print.
```