Lesson

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.