Reflection: Diverse Entry Points Going Graphic - Section 3: Wrap it Up


This student sample uses one of the graphic organizers I keep available for all my classes.  I've found that each student has his/her preferences when it comes to organizing information, so I usually don't require a specific format but allow them to decide how to respond.  I chose this example because the student did a nice job of succinctly comparing and contrasting.  This kind of exit ticket can be tough to grade if you focus on whether or not a student responds as you expect them to, but I try to be flexible and instead focus on whether or not each student expresses an understanding of the content in question.  I make note of those who don't seem to have that understanding and also of those who use more unconventional ways to respond.  Students in the first group will probably need additional support as we move forward and students in the second group may become more easily frustrated by traditional presentations of mathematics as are often seen on standardized exams.

  Diverse Entry Points: Student compare/contrast
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Going Graphic

Unit 5: Creating Algebraically
Lesson 4 of 10

Objective: SWBAT create and graph complicated equations, using the graphs to predict and/or solve for given values.

Big Idea: Try this lesson to energize graphing skills and understanding by giving students practice with real-world connections.

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Math, algebraic expression, Algebra, Linear and Nonlinear Equations, Algebra II, master teacher project, algebraic methods, 11th Grade
  55 minutes
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