##
* *Reflection: Self-Talk
Individual portion of the Assessment - Section 1: Assessment

Today during the assessment I had to deal with an issue that does not usually come up in my class. I found a student cheating on the assessment. This student was caught with his cell phone under his desk and he was going to Google to get help.

This is one of the worst aspects of teaching for me. How to address students that are not honest. I took the students phone and the student received a zero on the written portion of the test.

What bothered me the most was that I had talked to this student the day before to remind the student of the test. We had also done homework similar to the test.

This incident reminds me that I need to write assessments in which Google or the Internet will not assist the students. The project part of the assessment is a perfect example. The students can look up the definitions and the equations, but to apply this information in making a graph cannot be found anywhere.

There will always be times that I do need to test lower level skills but I need to make the problem solving and other mathematical practices a major part of my assessment.

The other part I hate about this issue is that the student is a Senior. He has not been doing his homework and trying to slide by as the year ends. I had to call his parent and let her know what transpired today. This included explaining how he may not pass if he does not get back to being a student.

Some days are just not good days.

*Student Discipline*

*Self-Talk: Student Discipline*

# Individual portion of the Assessment

Lesson 13 of 13

## Objective: SWBAT determine the type of conic represented by an equation.

*15 minutes*

#### Assessment

*15 min*

With the project from the previous 2 class periods, I was able to assess the students ability to write equations for conics.

I students to have the ability to look at an standard form or general form equation and determine the conic that is represented. When a student knows type of conic represented by an equation the student can have an idea of what the graph would look like. The students will also know what key features are needed to describe the conic and many times find those key features quickly. Another reason for analyzing the type of conic before starting a problem is to allow students the ability to check precision. If a student knows a general equation represents a hyperbola and the student ends up with a standard form for an ellipse they know a computational error has been made.

The Conics Test has equations in both standard and general form. Students will determine the type of conic and explain how they made their decision. I do not expect lengthy explanations. If the equation is the standard equation of an ellipse they can say that. When justifying for a general form they need to be more specific but can say there is an x squared and not a y squared so it is a parabola.

#### Resources

*expand content*

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- UNIT 1: Introduction to Learning Mathematics
- UNIT 2: Functions and Piecewise Functions
- UNIT 3: Exponential and Logarithmic functions
- UNIT 4: Matrices
- UNIT 5: Conics
- UNIT 6: Solving Problems Involving Triangles
- UNIT 7: Trigonometry as a Real-Valued Functions
- UNIT 8: Graphing Trigonometric Functions
- UNIT 9: Trigonometric Identities
- UNIT 10: Solving Equations
- UNIT 11: Vectors and Complex Numbers
- UNIT 12: Parametric and Polar graphs and equations

- LESSON 1: The Circle (Day 1 of 2)
- LESSON 2: The Circle (Day 2 of 2)
- LESSON 3: The Parabola (Day 1 of 2)
- LESSON 4: The Parabola (Day 2 of 2)
- LESSON 5: The Ellipse (Day 1 of 3)
- LESSON 6: The Ellipse (Day 2 of 3)
- LESSON 7: The Ellipse (Day 3 of 3)
- LESSON 8: The Hyperbola (Day 1 of 2)
- LESSON 9: The Hyperbola (Day 2 of 2)
- LESSON 10: Graphing Conics
- LESSON 11: Wax Paper Activity (Day 1 of 2)
- LESSON 12: Wax Paper Activity (Day 2 of 2)
- LESSON 13: Individual portion of the Assessment