Reflection: Student Portfolios Grandpa's Sweet Corn Problem: Day 2 of 2 - Section 2: Reviewing Student Responses


The student responses included in this lesson represent a collection of student work over two different years.  This year, for a third year, I will be adding to the collection, as students continue to try various methods of solution.  Early on in my math teaching career, I never taught the same course more than once.  I started teaching 5 different classes my first year, and took on 2 entirely new ones the following year.  Algebra II now is the only class that I have had the good fortune of teaching more than one year consecutively.  For this reason, I have made it a point to be extremely diligent about saving student work and documenting progress. The reality is that it is just too hard to do in all of the other classes that I teach, and I only have a finite amount of energy to devote to the task and still create quality lessons.  Through my efforts, the administrative team at my high school has recognized how much I have poured into my Algebra II curriculum.  When they come into my classroom and see me talking about a PowerPoint of student work from 3, 4, or even 5 years ago, they have no doubt how passionate I am about what I do in the course.  All though schedules may continue to change, I feel confident that I will have a place teaching Algebra II for as long as I desire.  

Lesson learned:  Sometimes a desire to teach students in creative ways has unintended, positive implications.

  Student Portfolios: Save Student Responses from Year to Year!
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Grandpa's Sweet Corn Problem: Day 2 of 2

Unit 9: Polynomials and Problem Solving
Lesson 2 of 8

Objective: SWBAT examine flawed solutions and faulty reasoning.

Big Idea: Problem solving at the start of a unit? Yes!

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copy of grandpa s sweet corn
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