standard_description: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
problem_activity: Narrative
The purpose of this warm-up is for students to practice the verbal count sequence to 10 and show quantities with their fingers.
Launch
“Let’s count to 10.”
Count to 10 as a class.
Activity
“As I count to 10, put up 1 finger for each number.”
Count to 10 as students put up their fingers.
Demonstrate counting to 10, putting up 1 finger for each number.
“Now let’s count to 10 with our fingers. Each time you say a number, put up 1 finger.”
Count to 10 as a class using fingers 2–3 times.
Student Response
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Activity Synthesis
“As you count and put up your fingers, I will write the numbers.”
Write numbers 1–10 as students count and put up their fingers.


aligns: no