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5
Stuck
in
the
Midpoint
With
You
Day
9
and
10
Objectives
Students
will
calculate
and
define
the
midpoint
of
a
set
of
points.
They
will
formulate
their
own
hypothesis
of
how
to
determine
a
midpoint,
and
then
eventually
come
to
an
understanding
of
the
actual
formula
for
the
midpoint.
Common
Core
Standards
Algebra
(Domain:
Reasoning
with
Equations
and
Inequalities)
10.
Understand
that
the
graph
of
an
equation
in
two
variables
is
the
set
of
all
its
solutions
plotted
in
the
coordinate
plane,
often
forming
a
curve
(which
could
be
a
line).
11.
Explain
why
the
x-coordinates
of
the
points
where
the
graphs
of
the
equations
y
=
f(x)
and
y
=
g(x)
intersect
are
the
solutions
of
the
equation
f(x)
=
g(x);
find
the
solutions
approximately,
e.g.,
using
technology
to
graph
the
functions,
make
tables
of
values,
or
find
successive
approximations.
Include
cases
where
f(x)
and/or
g(x)
are
linear,
polynomial,
rational,
absolute
value,
exponential,
and
logarithmic
functions.
Reading
Standards
for
Literature
(Domain:
Craft
and
Structure)
4.
Determine
the
meaning
of
words
and
phrases
as
they
are
used
in
the
text,
including
figurative
and
connotative
meanings;
analyze
the
cumulative
impact
of
specific
word
choices
on
meaning
and
tone
(e.g.,
how
the
language
evokes
a
sense
of
time
and
place;
how
it
sets
a
formal
or
informal
tone).
7.
Analyze
various
accounts
of
a
subject
told
in
different
mediums
(e.g.,
a
persons
life
story
in
both
print
and
multimedia),
determining
which
details
are
emphasized
in
each
account.
Writing
Standards
(Domain:
Production
and
Distribution
of
Writing)
6.
Use
technology,
including
the
Internet,
to
produce,
publish,
and
update
individual
or
shared
writing
products,
taking
advantage
of
technologys
capacity
to
link
to
other
information
and
to
display
information
flexibly
and
dynamically.
Speaking
and
Listening
Standards
(Domain:
Comprehension
and
Collaboration)
1.
Initiate
and
participate
effectively
in
a
range
of
collaborative
discussions
(one-on-one,
in
groups,
and
teacher-led)
with
diverse
partners
on
grades
910
topics,
texts,
and
issues,
building
on
others
ideas
and
expressing
their
own
clearly
and
persuasively.
2.
Integrate
multiple
sources
of
information
presented
in
diverse
media
or
formats
(e.g.,
visually,
quantitatively,
orally)
evaluating
the
credibility
and
accuracy
of
each
source.
3.
Evaluate
a
speakers
point
of
view,
reasoning,
and
use
of
evidence
and
rhetoric,
identifying
any
fallacious
reasoning
or
exaggerated
or
distorted
evidence.
1.c.
Propel
conversations
by
posing
and
responding
to
questions
that
relate
the
current
discussion
to
broader
themes
or
larger
ideas;
actively
incorporate
others
into
the
discussion;
and
clarify,
verify,
or
challenge
ideas
and
conclusions.
4.
Present
information,
findings,
and
supporting
evidence
clearly,
concisely,
and
logically
(using
appropriate
eye
contact,
adequate
volume,
and
clear
pronunciation)
such
that
listeners
can
follow
the
line
of
reasoning
and
the
organization,
development,
substance,
and
style
are
appropriate
to
purpose
(e.g.,
argument,
narrative,
informative,
response
to
literature
presentations),
audience,
and
task.
5.
Make
strategic
use
of
digital
media
(e.g.,
textual,
graphical,
audio,
visual,
and
interactive
elements)
in
presentations
to
enhance
understanding
of
findings,
reasoning,
and
evidence
and
to
add
interest.
Technology
Standards
1.
Creativity
and
Innovation
Students
demonstrate
creative
thinking,
construct
knowledge,
and
develop
innovative
products
and
processes
using
technology.
Students:
a.
apply
existing
knowledge
to
generate
new
ideas,
products,
or
processes.
b.
create
original
works
as
a
means
of
personal
or
group
expression.
2.
Communication
and
Collaboration
Students
use
digital
media
and
environments
to
communicate
and
work
collaboratively,
including
at
a
distance,
to
support
individual
learning
and
contribute
to
the
learning
of
others.
Students:
a.
interact,
collaborate,
and
publish
with
peers,
experts,
or
others
employing
a
variety
of
digital
environments
and
media.
b.
communicate
information
and
ideas
effectively
to
multiple
audiences
using
a
variety
of
media
and
formats.
d.
contribute
to
project
teams
to
produce
original
works
or
solve
problems.
3.
Research
and
Information
Fluency
Students
apply
digital
tools
to
gather,
evaluate,
and
use
information.
Students:
d.
process
data
and
report
results.
4.
Critical
Thinking,
Problem
Solving,
and
Decision
Making
Students
use
critical
thinking
skills
to
plan
and
conduct
research,
manage
projects,
solve
problems,
and
make
informed
decisions
using
appropriate
digital
tools
and
resources.
Students:
a.
identify
and
define
authentic
problems
and
significant
questions
for
investigation.
c.
collect
and
analyze
data
to
identify
solutions
and/or
make
informed
decisions.
5.
Digital
Citizenship
Students
understand
human,
cultural,
and
societal
issues
related
to
technology
and
practice
legal
and
ethical
behavior.
Students:
b.
exhibit
a
positive
attitude
toward
using
technology
that
supports
collaboration,
learning,
and
productivity.
6.
Technology
Operations
and
Concepts
Students
demonstrate
a
sound
understanding
of
technology
concepts,
systems,
and
operations.
Students:
a.
understand
and
use
technology
systems.
b.
select
and
use
applications
effectively
and
productively.
Resources
-
iPad
-
Computer
projector
-
Dropbox
-
Twitter
-
Moodle
-
Pages
(Apple
app)
-
Educreations
-
Desmos
-
Skitch
-
Google
Maps
Lesson
1)
Place
students
with
partners
and
project
a
graph
using
the
Educreations
app.
On
the
app
place
points
at
(2,
5)
and
(6,
13),
then
draw
a
line
that
connects
the
two
lines.
Ask
the
students
this
question;
Can
you
find
the
exact
middle
of
this
line?
Students
will
be
asked
to
create
a
formula
for
finding
what
is
known
as
the
midpoint.
After
students
come
to
a
conclusion
of
a
formula
with
their
partners,
they
will
need
to
tweet
their
formula.
After
tweeting,
students
will
need
to
go
view
the
formulas
created
by
other
groups
and
give
feedback
as
to
whether
or
not
they
agree
the
formula.
After
all
groups
have
responded
to
at
least
two
other
groups,
the
teacher
will
bring
up
some
discussions
on
the
board
and
engage
the
class
regarding
the
accuracy
of
the
discussions.
The
keys
the
teacher
must
it
are:
+
A
midpoint
is
between
the
two
points,
both
horizontally
and
vertically
+
The
midpoint
is
the
average
of
the
x-coordinates
and
the
y-coordinates
+
A
midpoint
is
a
point.
Therefore
it
isnt
simply
a
number,
but
it
has
coordinates
+
The
formula
is
[(x1
+
x2)/2,
(y1
+
y2/2)]
2)
Students
will
create
a
video
on
Educreations
demonstrating
how
to
find
the
midpoint.
Students
need
to
discuss
the
formula
and
demonstrate
the
graphing
and
the
mathematical
proof
for
the
formula.
Students
will
record
their
work
on
Educreations
and
then
publish
the
video.
Students
need
to
upload
the
URL
to
the
video
to
their
own
class
blog.
3)
After
all
students
have
uploaded
the
URL
to
their
videos,
the
teacher
will
choose
5
videos
to
display
for
the
class.
After
each
video
is
shown,
the
teacher
will
ask
for
students
for
feedback
about
the
strengths
and
weaknesses
of
the
video.
Finally,
students
will
be
asked
to
watch
three
videos
on
their
own
and
leave
a
three-sentence
response
giving
feedback
for
the
three
videos.
3)
Students
will
find
a
list
of
points
on
the
class
blog.
They
will
need
to
find
the
midpoint
for
each
of
the
sets.
They
will
then
post
an
answer
key
in
the
comment
section
of
the
blog.
Students
may
use
Desmos
as
an
aid
to
help
them.
The
teacher
should
walk
about
the
room
monitoring
progress
as
students
work,
asking
students
to
check
work
on
problems
completed
incorrectly.
Points
for
the
blog
are:
1)
(5,
6)
(7,
12)
2)
(2,
0)
(22,
11)
3)
(-4,
-7)
(10,
-12)
4)
(12,
14)
(-12,
0)
5)
(21,
-82)
(93,
-41)
6)
(100,
-1)
(-100,
-1)
7)
(11,
-3)
(-4,
5)
8)
(2,
0)
(22,
11)
9)
(18,
-19)
(77,
-52)
10)
(52,
3)
(0,
4)
(-6,
20)
4)
Finally,
students
will
need
to
create
a
Dream
Road
Trip.
Instruct
students
to
use
Google
Maps
to
capture
an
image
of
the
United
States.
Students
need
to
select
5
locations
for
their
dream
road
trip.
Using
Skitch,
students
to
place
a
coordinate
system
over
the
map
and
find
the
midpoint
between
the
major
cities
they
want
to
visit.
On
a
document
in
Pages,
students
will
need
to
upload
their
map
with
all
the
labeled
cities
and
coordinates.
On
the
Pages
document,
students
need
to
explain
and
demonstrate
the
math
they
used
to
calculate
the
four
midstops
for
their
journey.
They
also
need
to
have
a
section
entitled
travel
time
where
they
calculate
the
time
needed
to
get
to
each
stop.