Reflection: Student Self-Assessment On the Plane - Coordinate Geometry Proofs - Section 5: Exit Ticket


I decided to give my students a formative assessment on just the content covered in this lesson, coordinate geometry.  I made this decision based on our schedule, we had only one day left before Thanksgiving break and I wanted to have a strong sense of student knowledge on this topic before moving onto future topics in this unit.

The Coordinate Geometry Quiz asked students to complete their own 2-column proofs with scaffolded steps.  To differentiate this assessment, I gave students an opportunity to use resources for the quiz;  students had the option of using class notes, their formula sheet or no resources at all.  Students who used no resources at all received a homework pass, while students who used the formula sheet or notes did not.  I find by giving students this option to use or not use notes, it alleviates frustration for many and also is a more authentic assessment - since most of the time, in the real-world, we will have access to notes and information when completing a task.

Most of my students did end up using their class notes for this quiz which actually yielded a lot of excellent scores on a very challenging quiz.  I also found it helpful to allow my students to use notes because it reinforced the importance of having clear, completely-filled out notes. 

  Student Self-Assessment: Assessing Learning for Coordinate Geometry
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On the Plane - Coordinate Geometry Proofs

Unit 4: Tremendous Triangles
Lesson 8 of 10

Objective: SWBAT use coordinate geometry to prove properties of triangles and lines.

Big Idea: Students will pair-up and brainstorm together to prove, using distance, slope and midpoint formulas, that triangles are isosceles and lines are perpendicular bisectors.

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