Reflection: Exit Tickets What Rides Can You Go On? - Section 7: Closure and Ticket to Go

 

I collected the tickets to go to see what students understood about reading and representing inequalities and what gaps in understanding they had.  I corrected the tickets to go and grouped them in the following way:

Novice:  These students struggled to read inequalities correctly and to create an inequality for a given situation.  These students were able to explain that 1a showed that c is greater than 5, but 1b confused them.  The use of the less than or equal sign was something brand new to them.  This student in particular created a graph that shows that he understood that someone’s height would have to be greater than or equal to 35 inches, but he struggled to write an inequality to represent it. Unit 3.13 Novice.jpg

Approaching Mastery: These students were able to explain what the inequalities in 1a and 1b meant.  The common struggle was creating and graphing the inequality for problem 2.  This particular student was able to create a graph that matches the situation, but she created an inequality that said that the height had to be less than or equal to 35 inches, rather than greater than or equal to 35 inches. Unit 3.13 Approaching Mastery.jpg

Proficient:  These students were able to explain what the inequalities in 1a and 1b meant.  These students were also able to write and graph an inequality to represent the situation in problem 2.  This student’s work shows that she deliberately chose a closed point on 35 inches.  Unit 3.13 Proficient.jpg

For this situation, I did not include an “advanced” category because the content did not require students to explain or analyze their work.  Most students were able to write the meaning of the inequalities in problem 1, but got hung up on part of problem 2.  This is the first time many students have been asked to graph inequalities, so it makes sense that most students need more practice.  The next lesson is also practicing these skills, so we will have time to go over common mistakes and struggles.  I will also pass back these tickets to go so students can find and correct any mistakes.  For the few students who were novices, I will be checking in with them during work time to make sure they understand what the different symbols mean and how to create graphs.

  Exit Tickets: Reading and Representing Inequalities
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What Rides Can You Go On?

Unit 3: Integers and Rational Numbers
Lesson 14 of 17

Objective: SWBAT: • Define inequality • Write an inequality to represent a given situation • Create a graph for a given inequality

Big Idea: What rides can you go on? Students connect inequalities with an amusement park’s height requirements to figure out which rides they can go on.

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19 teachers like this lesson
Subject(s):
Math, graphing inequalities, Number Sense and Operations, inequality, 6th grade, master teacher project
  60 minutes
unit 3 13 image
 
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