## Reflection: What Goes Up, Day 3 of 3 - Section 2: Student Solutions

I have included here some samples of the solutions that students produced.  In general, they accomplished what they set out to do, but I found that they did not consider their "audience" in the way that I wanted them to.  It's important that a solution be presented in a way that uses precise language, presents essential information, and culls unnecessary details.  Too many groups tried to show all of their work or provide all of their data.  Too few groups were able to summarize their solution in a written paragraph that clearly and precisely answered the question.

In order to draw attention to these things, I asked the students to offer one piece of constructive criticism regarding each poster, and I emphasized the importance of being both critical and constructive.  It was gratifying to see that many groups took these comments seriously as they began to solve the next problem and create their next poster.

Student Solutions

# What Goes Up, Day 3 of 3

Unit 1: Modeling with Algebra
Lesson 9 of 15

## Big Idea: Modeling projectile motion provides an opportunity to make use of the structure of a quadratic equation.

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Standards:
Subject(s):
Math, modeling, Graphing (Algebra), Algebra, Quadratic Equations, Algebra 2, master teacher project, Projectile Motion
45 minutes

### Jacob Nazeck

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