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Q
uantitative
R
easoning &
P
roblem
S
olving
264
© 2014 Pacific Crest
Why?
The change in relationship (the delta distance) is based upon time periods of differing
length (2 and 3 years for Sally, 1 and 7 years for Jimmy) so the rate of change won’t
be consistent. This keeps us from being able to compare their growth rates in any
meaningful way.
A
re You Ready?
Before continuing, you should be able to ...
I can...
OR
Here’s my question...
identify three categories of representing a
relationship.
understand the different kinds of informa-
tion that can be obtained from different
representations.
describe the issues involved in transform-
ing a representation of a relationship from
one representation to another.
P
lan
How to complete the activity
1. Share insights from class preparation on the benefits of different representations.
2. Analyze the Model for how the activities in this book make use of all representations.
3. Answer the Critical Thinking Questions.
4. Identify two activities that you have not yet completed and identify how that activity makes use of
symbolic, numerical, graphical, and linguistic representations.
5. Complete the remainder of this activity (from Demonstrate Your Understanding through Assessing
Your Performance) on your own, or as directed by your instructor.
M
odel(s)
Exemplars and representations
U
sing
A
ll
F
orms of
R
epresentation
in
Q
uantitative
R
easoning
and
P
roblem
S
olving
1.5 Number Sense
Symbolic
Generalization of the context
Numerical
The number to be made sense of
Graphical
Studying the relationship to other
numbers
Language
The language explaining its use
2.5 Analyzing a Function
Symbolic
Family of Function Cards
Numerical
Specific parameter values, Converting to
graphs
Graphical
Tool to study behaviors
Language
Context of use, Description of behaviors