## Reflection: Lesson Planning Wax Paper Activity (Day 1 of 2) - Section 1: Bell work

I have adjusted this activity from other years to make it more relevant to what we are doing. I eliminated requiring students to write the definition in their own words.  The reason this was eliminated is that students have not really worked at rewriting definitions in their own words. I found that the students just rearrange the definition but did not put it in words that would make sense to someone not in this class. If I was going to write the definitions I would practice and discuss how to rewrite mathematical definitions in earlier lessons.

This year some students thought they only needed to write the formula for the conic off of the reference sheet.  When I noticed this I directed the students back to the scoring guide and directions and reminded them that the equations had to represent the conic on the graph. The students that viewed the samples did not have seem to have this trouble. I will review the directions again to make sure they are clear for what is expected on the poster.

How I changed this activity
Lesson Planning: How I changed this activity

# Wax Paper Activity (Day 1 of 2)

Unit 5: Conics
Lesson 11 of 13

## Big Idea: Through a poster students place wax paper designs made in previous lessons on a graph then determine the equation for the conic represented by the design.

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Standards:
Subject(s):
Math, parabola, conic sections, circles, hyperbola, ellipse, Conics
45 minutes

### Katharine Sparks

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