Reflection: Checks for Understanding And the Answer Is - Section 3: Wrap it Up


These notecards exemplify the kinds of thinking my students share, ranging from wanting to "do math" without actually doing any math, to needing my reassurance that the answer is correct instead of being confident in their own abilities.  As the year progresses it is my hope that these issues decrease/improve, but in the meantime, using exit tickets like this help me monitor their progress - and mine.

Student #1 didn't really ask a question but it's clear that he needs help understanding square roots.  I've found a few students each class that need extra support with basic skills like squares and square roots. Since understanding these skills is critical to working with complex numbers, among other things, I work with these students individually to build their competence and confidence. 

Student #2 wants a shortcut (don't most of us!) but I think with encouragement will become more comfortable and proficient with the math.  His need for faster solutions will hopefully be met by his increased competence and understanding.  

Student #3 really just needs reassurance that he can check his own work for accuracy.  I will work with him on a couple of ways to check his work including plugging his answers into the original equation and using a graph. 

  Checks for Understanding: Student questions
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And the Answer Is

Unit 4: Complex Numbers
Lesson 3 of 8

Objective: SWBAT solve quadratic equations with real coefficients and complex solutions.

Big Idea: Explore quadratics with complex roots and the quadratic equation.

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Math, Algebra, Quadratic Equations, complex numbers, Algebra II, master teacher project, algebraic methods, 11th Grade
  55 minutes
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