Reflection: Checks for Understanding Arithmetic Sequences, Day 2 - Section 2: Review Notes: How to Write a Rule

 

When I originally wrote this lesson, I noted a few times that the precise flow today's lesson is flexible.  That's the whole point of using formative assessments to differentiate instruction, and I've already noted a few ways that I adapt to each individual group of kids.

Yesterday's exit slips, which I read last night and now return to students at the start of class, certainly help to give me a heads up on what I'll have to teach or focus on today.  

But formative assessment can be even simpler than that.  Today, I recognized in teaching this lesson again that as I return work and as kids get started, I was looking over their shoulders at the work they have done so far, and listening to their conversations as they brought themselves up to speed.  By doing so, I take the pulse of each class and get an even better idea for what we'll have to do today.

Think about what made this possible.  I gave students a moment to take out today's work, and I returned work from yesterday.  Those couple of minutes of transition and movement could easily pass without consequence, but little moves, like understanding that I have the chance to look at what students have done and, on the fly, make decisions about what comes next, are what help me make the most of a lesson like this one.

  Informal (& Quick!) Formative Assessment
  Checks for Understanding: Informal (& Quick!) Formative Assessment
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Arithmetic Sequences, Day 2

Unit 7: Lines
Lesson 2 of 10

Objective: SWBAT see structure in arithmetic sequences as they prepare to study linear functions.

Big Idea: I know that there's an intimate relationship between arithmetic sequences and linear functions, but kids shouldn't have to take my word for that if they can see it for themselves!

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