Reflection: Checks for Understanding Does it Work? - Section 3: Wrap it Up


I chose these two examples to share because they both sound good, but in my opinion student #1 shows a greater depth of understanding.  He not only describes the situation but also gives a numeric example of a non-viable answer and explains why a non-integer wouldn't work for the situation he describes.  Student #2 gives an example that seems to show understanding but doesn't include a numeric example and doesn't really explain why a negative number isn't viable for height.  Student #2 may actually have equal understanding, but may just not be as good at expressing himself.  As a way to check for understanding these responses give me some insights into where my students are and cue me as to which students might need more support and/or direction on how to write out their thinking. 

  Checks for Understanding: student examples
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Does it Work?

Unit 5: Creating Algebraically
Lesson 7 of 10

Objective: SWBAT interpret solutions as viable or nonviable options in a modeling context.

Big Idea: It's the correct answer, but is it right? Students review solutions for viability and meaning.

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