##
* *Reflection: Student Feedback
Winter Recess Homework Review, Day 2 - Section 3: 3-2-1 Exit Ticket

Since this lesson was essentially student directed and centered, I felt it was important to share the exit ticket responses with the class. When students present or complete projects, I want them to receive as much feedback as possible. After reading through the tickets myself, I chose several to discuss with the class the next day. The only drawback with this process is that since I chose to sort through the tickets beforehand, the discussion didn't occur until the next day when presentations weren't fresh in students' memories.

In the future, I'd prefer to have the share out immediately after the presentations. One way I'm thinking about doing this is using the large white boards that I have around the classroom. Each whiteboard would be titled with the Exit Ticket Prompts. Students would independently go to the board of their choice and write their response. This would allow students to read and respond to the peers' questions and comments immediately.

*Sharing Exit Ticket Responses*

*Student Feedback: Sharing Exit Ticket Responses*

# Winter Recess Homework Review, Day 2

Lesson 2 of 3

## Objective: SWBAT review math problems that were in their hw packet.

*45 minutes*

#### Introduction

*5 min*

Students previously began presenting problems from their vacation homework. See Winter Recess Homework Review, Day 1. This lesson will be a continuation of the group presentations.

Before students begin presenting, I will remind them of how they should present and what's expected of them. I will give them a few minutes to regroup and organize themselves before we start.

Previously I instructed students that each problem they present should take about 4 minutes. Students generally have trouble adhering to a time limit, so it is important to remind them to be organized and clear with the information they are presenting.

Students should review the roles they have, know how to explain their work, prepare questions to ask the class, and anticipate questions that may be asked of them.

**Suggested roles:**

Scribe - will show the work on the board

Spokesperson - will explain the work

Elaborator - will pose and answer questions from the class

Summarizer - will summarize key ideas

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#### Group Presentations

*35 min*

Students will continue the presentations of their assigned problems. See Winter Recess Homework. If I feel a group has presented a problem incorrectly or lacks pertinent information, I will intervene and make suggestions or ask the class for suggestions.

#### Resources

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#### 3-2-1 Exit Ticket

*5 min*

Students will be given an index card to use as their exit ticket. I will post the following prompts on the board for students to respond to.

**3** Things I Learned or was Reminded of Today

**2** Things I Found Interesting

**1** Question I Still Have

Students' responses will be used to assess their understanding of the presentations and former math topics.

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##### Similar Lessons

Environment: Urban

Environment: Urban

Environment: Urban

- UNIT 1: First Week of School
- UNIT 2: Properties of Math
- UNIT 3: Divisibility Rules
- UNIT 4: Factors and Multiples
- UNIT 5: Introduction to Fractions
- UNIT 6: Adding and Subtracting Fractions
- UNIT 7: Multiplying and Dividing Fractions
- UNIT 8: Algorithms and Decimal Operations
- UNIT 9: Multi-Unit Summative Assessments
- UNIT 10: Rational Numbers
- UNIT 11: Equivalent Ratios
- UNIT 12: Unit Rate
- UNIT 13: Fractions, Decimals, and Percents
- UNIT 14: Algebra
- UNIT 15: Geometry