Reflection: Transitions Gallery Walk of Application Problems Involving Radicals - Section 2: Poster Activity


The second time I ran this lesson, I changed my method of grouping students.  Instead of numbering heads, I handed them a sticky note with a number on it as students walked through the door.  Students were given a number of a table, and the table was also labeled with that number. The activity also seemed to work well with three students in a group.

The second way I made the transitions easier was my having each student in the group take a role. I suggested three lead roles, but the other group members would participate as well.  One member was to be the lead solution writer, the other the lead recorder of feedback statements on the sticky notes, and finally the last role was the lead presenter.  By providing roles, each student was accountable for the success of the group.

The final way, I made this lesson more organized and transitions smooth was by placing the posters in numerical order circled around the room.  That way the students started at one poster to solve, and then went in numerical order to provide feedback on the other posters.


  Changing the set up of the lesson
  Transitions: Changing the set up of the lesson
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Gallery Walk of Application Problems Involving Radicals

Unit 5: Radical Expressions, Equations, and Rational Exponents
Lesson 8 of 11

Objective: SWBAT use their problem solving skills to solve problems with radicals with different pieces of given information.

Big Idea: To Critique and Share Work, Knowledge, and Friendly Feedback! (MP3)

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Math, Algebra, master teacher project, Gallery Walk, square radicals, add and subtract radicals, radical applications, evaluate radicals, simplify radicals, radicals
  50 minutes
gallery walk
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