Reflection: Student Grouping Group Quiz - Solving Trig Equations - Section 2: Assessment - Group Quiz


I tried a different grouping strategy for the group quiz this year and it failed! Here is a post-lesson video reflection on that: Group Quiz, Grouping strategy fail.

I think students’ group quizzes bring to light common misconceptions many students hold and also solid understandings that the class has more than just individual assessments. When students are in teams and not even one student can solve the problem correctly or students can’t solve correctly by putting their knowledge together, we know that this is a topic we may want to spend more time on. When reviewing my students’ work I found their answers to questions 1 and 14 helped to guide my instruction for the next few days and during our review at the end of the unit. I found that it was important to take time out of class to review these group quizzes so that students could learn from their mistakes.

Question 1

This question was the most challenging to my students. Which is really interesting to me because this concept isn’t new, we just hadn’t reviewed problems like this in a while. I also noted a common issue with not even knowing how to write their answers correctly.

Question 1, Student 1 – This team shows a correct process to obtaining the answer and in my opinion a good understanding of the concept at hand. They demonstrate knowledge of use of a reference angle, right triangle, and the coordinate plane to obtain their answers. However, they didn’t write their answers correctly. They seem to be confusing the fact that the argument of the trig functions must be an angle and that trig functions are equal to the side ratios of right triangles.

Question 1, Student 4 – This team made a similar mistake as the team above did. Again, this was a common mistake in my class… not writing the answers correctly. They also did not account for the negative values.

Question 1, Student 2 – This team seemed very lost. They could only recall the names of the trig functions, but had no idea how to work from the given information. I am most surprised that they couldn’t even obtain the ratio for cosecant.

Question 1, Student 3- This team demonstrated very basic math errors. They didn’t square root after using the Pythagorean Theorem and didn’t account for negative values.  

Question 14

Overall I was impressed by my students’ ability to simplify or rewrite trigonometric expressions this early in the unit: Question 14, Student 1  and Question 14, Student 3.

A common mistake for teams was to not write Part A all in terms of secant: Question 14, Student 2 and Question 14, Student 4.

Also, there is more evidence in this question that my students continue to struggle with leaving off the argument of a trigonometric function: Question 14, Student 3.

I also found it noteworthy how Question 14, Student 2 abandoned their first approach to part A for what they felt was a more simple method and I liked how Question 14, Student 4 showed their work to verify the identity in part A.

  Student Grouping: Grouping and Analysis of Student Work
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Group Quiz - Solving Trig Equations

Unit 9: Trigonometric Equations
Lesson 9 of 16

Objective: SWBAT self-assess their current knowledge of simplifying trig identities and solving basic trigonometric equation and learn what they have missed from their peers.

Big Idea: Students’ collaboration skills and trigonometric identities and equation knowledge are tested through a timed group quiz.

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Math, Precalculus and Calculus, Trigonometry, PreCalculus, assessment, quiz, Trigonometric Equations, Trigonometric identities, 12th Grade
  45 minutes
group quiz
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