##
* *Reflection: Rigor
Wax Paper Activity (Day 2 of 2) - Section 2: Find equations of Conic Sections

One of the great things about the project is the amount of instruction that the students did as they worked. The group in this clip is a great example.

In the first part of the clip a student is explaining how the students need to make sure the scale matches the equations. She has connected the ideas from coordinate geometry to the project.

The second part of the video shows this students again explaining some mathematical procedure. One student says she still doesn't understand how to get rid of the square. this student show the student how to do this on a piece of paper.

Everyone always says that we know a student understands a process when they can teach the process to another student. This part of the video demonstrates the truth of this concept.

Here is another example of students helping each other. Here a student is directing a student on how to write the standard equation of a circle. The student writing says you can now factor and the other the student working with him says "Why do you need to factor?" This is a question I would ask which is amazing to see how students are now questioning each other to think and reason.

It was exciting when a group finished their project and announced that they had used their notes and helped each other learn how to write equations for the conics. This group had several students that had struggled with the beginning of the unit. The leader of this group stated that I could ask any of the students and they could tell me how the equation was found and why. This group was so proud of what they had learned and I am sure will remember this unit for a long time.

# Wax Paper Activity (Day 2 of 2)

Lesson 12 of 13

## Objective: SWBAT find equations for conic sections.

*83 minutes*

#### Bell Work

*3 min*

Students get out the work completed yesterday so they can continue making their posters. I give back the exit slips from yesterday so the groups can see what still needs to be done and what they wanted to start working on.

I also have a spot for students to put any questions about the scoring guide or the directions. I answer the questions. The one issue that I address is that I remind students that the equations on the poster must be the algebra representation of the graphed conic.

One question that also comes up is whether the poster can have more than what I require. My response is that it can have more just make sure you have read the scoring guide and know what is being graded. Since I am grading presentation and organization if a group puts too much information on the poster the group lose points in those sections.

I ask the class if they can answer questions on the board. If a question is unclear to everyone, I explain the answer.

Students are now ready to continue making their posters.

#### Resources

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By working during class allows me to verify in an informal way what the students are understanding. Students need to work with others. This is a skill necessary for success in college and on the job.

As the students are working I am answering questions and beginning to evaluate the accuracy of their equations. When students put information on the poster I am able to quickly look and see if the standard equation is correct. I keep a paper that lets me know which posters I have reviewed and what errors I have found. I also document the actions of the group. If a student is not helping I will note this for use when the overall grade is given.

I try to make the grading as efficient as possible. Doing some grading as students work reduces my grading time later.

As students finish their posters we hang them up in the classroom as well as the hallway. Students like to share their work with others in the building. It is always interesting to see students look at the posters as they walk in the hall and wonder what class is doing this work. It is great PR for my class.

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#### Closure

*5 min*

Students clean up their materials with 5 minutes left. I remind students about the due date for the completion of the poster. Most students have finished the posters. For groups that need more time they will have to do the work on their own time but I want a good end product so I give them the time to finish.

I also remind students about the other portion of the assessment that will be given during the next class period.

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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