Reflection: Student Self-Assessment Domain and Range of Graphs Using Set Builder Notation - Section 4: Exit Slip


One of my goals for this year is to design lessons that set up students to use Math Practice Three more. The benefits that I see from peer feedback and providing constructive feedback are:

  • students get more one on one help
  • it helps me differentiate lessons more by allowing higher level students to teach and lower level students to get help
  • is more time efficient, it is not possible for me to get to everyone
  • all levels of students learn from this process
  • it provides students practice and modeling in reasoning

I think that by incorporating this practice into my lessons, it will increase the opportunities that students have to provide reasoning both verbally, orally, and in written form.  Even though I tried to plan for the misunderstanding of the meaning of the inequality symbols in the Warm Up, some students still needed this reinforced again in the Exit Slip.

  Peer Feedback
  Student Self-Assessment: Peer Feedback
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Domain and Range of Graphs Using Set Builder Notation

Unit 1: Introduction to Functions
Lesson 4 of 13

Objective: SWBAT identify the domain an range of graphs using set builder notation

Big Idea: Restrictions! Students gain a strong foundation for Inequalities, and use two different colors to organize the difference between domain and range.

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2 teachers like this lesson
Math, Inequalities (Algebra), Algebra, Domain and Range Using Set Builder Notation, function
  50 minutes
set builder notation
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