Reflection: Writing Across the Disciplines Credit Card Investigation: A Dastardly Scheme (Day 4 of 4) - Section 2: Closure: Summary time!


There wasn't enough time in the class period for students to present their solutions. So I collected the responses. Overall, I was disappointed in my students’ summaries of what the mathematical constant e is from question 5 of today’s investigation. I really wish we had talked more about this at the end of class when the knowledge obtained from the worksheet was fresh in their head so I could have guided them to more accurate conclusions. Very few of my students really were able to accurately describe e. I think this is a combination of not understanding what e is/how they actually found e and also not being able to communicate clearly in written mathematical language. This also shows me that I need to provide my students with more opportunities for writing in this class.

Here are some samples of my students’ work. I have grouped them by whether or not students demonstrated an understanding of what the mathematical constant e is and when we use it in math.

Zero evidence (just plain wrong answers)

Student 1

Student 2

Student 12

Minimal evidence - something correct (probably that e is irrational), but not full understanding

Student 3

Student 5

Student 9

Student 8 – This was a very common wrong answer for my students. A more precise value of what? That’s what I want to know.

Student 13

Evidence of Learning

Student 4

Student 6

Student 7 – Many responses were like student 7’s…. correct, but not really in their own words. Should that be categorized as evidence of learning? I don’t know?!?!

Student 11

Exceptional Evidence of Learning

Student 10 - Student 10's response just deserved its own category. I couldn’t have said it better myself!

  Writing Across the Disciplines: Students' Written Summaries of e
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Credit Card Investigation: A Dastardly Scheme (Day 4 of 4)

Unit 4: Exponential Functions and Equations
Lesson 12 of 14

Objective: SWBAT explain the meaning of the mathematical constant e and use the continuous compounding interest formula to solve real world problems.

Big Idea: There’s a new irrational number in town! Students explore the constant e in the context of continuously compounding interest.

  Print Lesson
3 teachers like this lesson
Math, exponential growth, Precalculus and Calculus, PreCalculus, exponential function, compound interest, continuous interest, function
  51 minutes
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