##
* *Reflection: Continuous Assessment
Wax Paper Activity (Day 2 of 2) - Section 2: Find equations of Conic Sections

As students are working I am analyzing what the students are understanding. When I saw how this group was approaching the problem I became a little worried. This group has one student whose knowledge is far above the others. This group expects him to teach what them what we are learning. As I watched at first I thought he was doing all the computations. I soon decided he was making them tell him what to write.

What I found interesting is the students were doing these problems and did not have any of their designs on grids. I was not sure if they had estimated the values for the center, vertices and foci but I let them continue to work.

As the group progressed and began putting their designs on the page, I noticed the equations on the poster were different than the ones they worked with earlier. When I questioned the group. They explained that once they put the designs on the coordinate system some of the key features coordinates changed so they had to change their equations.

This group had planned out the poster but had not realized they needed put the conics on a grid before writing the equations. They did however understand that their graphs did not match the equations before they finalized the project.

# Wax Paper Activity (Day 2 of 2)

Lesson 12 of 13

## Objective: SWBAT find equations for conic sections.

*83 minutes*

#### Bell Work

*3 min*

Students get out the work completed yesterday so they can continue making their posters. I give back the exit slips from yesterday so the groups can see what still needs to be done and what they wanted to start working on.

I also have a spot for students to put any questions about the scoring guide or the directions. I answer the questions. The one issue that I address is that I remind students that the equations on the poster must be the algebra representation of the graphed conic.

One question that also comes up is whether the poster can have more than what I require. My response is that it can have more just make sure you have read the scoring guide and know what is being graded. Since I am grading presentation and organization if a group puts too much information on the poster the group lose points in those sections.

I ask the class if they can answer questions on the board. If a question is unclear to everyone, I explain the answer.

Students are now ready to continue making their posters.

#### Resources

*expand content*

By working during class allows me to verify in an informal way what the students are understanding. Students need to work with others. This is a skill necessary for success in college and on the job.

As the students are working I am answering questions and beginning to evaluate the accuracy of their equations. When students put information on the poster I am able to quickly look and see if the standard equation is correct. I keep a paper that lets me know which posters I have reviewed and what errors I have found. I also document the actions of the group. If a student is not helping I will note this for use when the overall grade is given.

I try to make the grading as efficient as possible. Doing some grading as students work reduces my grading time later.

As students finish their posters we hang them up in the classroom as well as the hallway. Students like to share their work with others in the building. It is always interesting to see students look at the posters as they walk in the hall and wonder what class is doing this work. It is great PR for my class.

*expand content*

#### Closure

*5 min*

Students clean up their materials with 5 minutes left. I remind students about the due date for the completion of the poster. Most students have finished the posters. For groups that need more time they will have to do the work on their own time but I want a good end product so I give them the time to finish.

I also remind students about the other portion of the assessment that will be given during the next class period.

*expand content*

##### Similar Lessons

###### What is Algebra?

*Favorites(35)*

*Resources(19)*

Environment: Suburban

###### Pondering Parabolas

*Favorites(1)*

*Resources(8)*

Environment: Suburban

###### Rabbit Run -- Day 2 of 2

*Favorites(2)*

*Resources(16)*

Environment: Urban

- UNIT 1: Introduction to Learning Mathematics
- UNIT 2: Functions and Piecewise Functions
- UNIT 3: Exponential and Logarithmic functions
- UNIT 4: Matrices
- UNIT 5: Conics
- UNIT 6: Solving Problems Involving Triangles
- UNIT 7: Trigonometry as a Real-Valued Functions
- UNIT 8: Graphing Trigonometric Functions
- UNIT 9: Trigonometric Identities
- UNIT 10: Solving Equations
- UNIT 11: Vectors and Complex Numbers
- UNIT 12: Parametric and Polar graphs and equations

- LESSON 1: The Circle (Day 1 of 2)
- LESSON 2: The Circle (Day 2 of 2)
- LESSON 3: The Parabola (Day 1 of 2)
- LESSON 4: The Parabola (Day 2 of 2)
- LESSON 5: The Ellipse (Day 1 of 3)
- LESSON 6: The Ellipse (Day 2 of 3)
- LESSON 7: The Ellipse (Day 3 of 3)
- LESSON 8: The Hyperbola (Day 1 of 2)
- LESSON 9: The Hyperbola (Day 2 of 2)
- LESSON 10: Graphing Conics
- LESSON 11: Wax Paper Activity (Day 1 of 2)
- LESSON 12: Wax Paper Activity (Day 2 of 2)
- LESSON 13: Individual portion of the Assessment