Reflection: Exit Tickets Inequalities - Section 4: Closure and Ticket to Go

 

In the previous lesson, What Rides Can You Go On?, I included a reflection with student work for the ticket to go.  Here are the tickets to go from this lesson for the students whose work I included for the “Novice” and  “Approaching Mastery” categories in the previous lesson.

 

Unit 3.14 Novice to Approaching Mastery.jpeg

This student was struggling reading and representing inequalities on the previous lesson’s ticket to go.  By looking at his work on this ticket to go, he has made progress but he still has areas of improvement.  He is able to possible and impossible temperatures that fit the given situation.  He is also able to explain that the temperature cannot be -3 degrees because “-3 is not as cold as -3.5”.  He understands the situation and what it means.  He is still struggling to represent it symbolically and graphically.  For his inequality he fails to put a symbol in between T and -3.5.  For his graph, he fails to recognize that T cannot equal -3.5.  He is now approaching mastery for this topic.  I will check in with him and other students that are still struggling during the next lesson, Review Stations, so that they can progress with writing and graphing inequalities.

 

Unit 3.14 Approaching Mastery to Proficient.jpg

This student was struggling with writing an inequality that matched the situation and her graph on the previous lesson’s ticket to go.  By looking at her work on this ticket to go, she has made progress in these areas.  She is able to create an inequality that matches her graph and the situation.  She is also able to explain why -3 degrees would not be a possible temperature.  She is now proficient for this topic.

  Exit Tickets: Progress with Inequalities
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Inequalities

Unit 3: Integers and Rational Numbers
Lesson 15 of 17

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

Big Idea: If a < b, what do we know about a and b? If b < c < d, how could we show that on a number line? Students continue creating inequalities and graphs to represent situations.

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8 teachers like this lesson
Subject(s):
Math, graphing inequalities, Number lines , Number Sense and Operations, inequalities, rational numbers, 6th grade, master teacher project
  60 minutes
unit 3 14 image
 
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