Reflection: Lesson Planning Modeling Real World Data (Day 4 of 4) - Section 2: Gallery Walk


While students were completing their gallery walks, I ran into issues where some students were finding errors on each other’s posters and/or in their questions. Sometimes, the questions didn’t make sense to students or they didn’t know what they were asking and students found that their peers’ graphs were not very precise. This was a great learning experience for many students of why it is important to be precise in our language and in graphical representations (MP6).

For this year, if students found errors I encouraged kids to write what they think the error is and what should be corrected in their boxes where they were supposed to answer the questions . Correcting another student’s work shows mastery of modeling trig functions, just as answering the questions does (MP3).

In the future, I plan to have a different colored sticky note (different than the color we numbered them with) available to students for them to make revisions and corrections to the posters they see. Or so that students can simply leave a little feedback on the poster. I think this would really be neat (and I wish I would’ve thought of it earlier!) because it would give great feedback to each and every student on their work. So I would encourage you to do both: have students answer each other’s questions AND leave one sticky note with feedback on the poster or somewhere around it.

  Lesson Planning: Post-Teaching Thoughts
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Modeling Real World Data (Day 4 of 4)

Unit 8: Cyclical Patterns and Periodic Functions
Lesson 11 of 15

Objective: Students will be able to use real world data and trig functions modeling this data to correctly answer student created questions in context.

Big Idea: Students complete a gallery walk to see all the ways that trig functions can model data in the world around us.

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