Reflection: Exit Tickets BrainPower! - Section 3: Wrap It Up


These two samples of student notecards clearly show a variety of thinking and understanding.  Student A observes that it would would be good if a function modeling savings had end behavior that "goes up" indicating an understanding that this represents increasing savings, but it would have been nice if she'd been more specific about what function might model this and if she'd used mathematical terminology like "savings increases toward positive infinity as time increases toward positive infinity".  Student B chose a function similar to what we'd talked about in the first part of this lesson, but demonstrated his understanding by making it personal and specific.  He talked about a physics lab and described using a quadratic function because it would give "key features" like maximum height and the landing point. 

I like exit tickets like these because they give me a quick overview of where my students are, who might need additional support, and what content and/or skills I might need to reteach.

  Exit Tickets: Student thinking
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Unit 8: Interpreting Functions
Lesson 2 of 19

Objective: SWBAT identify and interpret the key features of graphs of relationships between two quantities.

Big Idea: Your students can look for key features of functions using algebraic calculations.

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Math, algebraic function, Algebra, Function Operations and Inverses, Algebra II, master teacher project, 11th Grade
  50 minutes
brain power
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