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Good instructional strategies or differentiation via grouping is coming from this analysis.

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Good instructional strategies or differentiation via grouping is coming from this analysis.

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I'm wondering how we get students to wrap their brains around: "root 48 is to 6 as 8 is to root48

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I'm wondering how we get students to wrap their brains around: "root 48 is to 6 as 8 is to root48

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I really love how much this fishbowl dove into individual responses and why students did what they did. I feel like i don't spend enough time reflecting on my student's exit slips but it would definitely be good to.

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I really love how much this fishbowl dove into individual responses and why students did what they did. I feel like i don't spend enough time reflecting on my student's exit slips but it would definitely be good to.

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Coming back to the rating scale is a valuable discussion - kudos!

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Coming back to the rating scale is a valuable discussion - kudos!

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I'm wondering if the teacher taught "geometric mean" before giving this problem for assessment.

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I'm wondering if the teacher taught "geometric mean" before giving this problem for assessment.

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I like the comment about subbing in to check your work when you aren't sure. It's a good method for students to use when they aren't sure. 

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I like the comment about subbing in to check your work when you aren't sure. It's a good method for students to use when they aren't sure. 

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Nice work by the inside circle of discussing common misconceptions.

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Nice work by the inside circle of discussing common misconceptions.

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YES! Great question Laurie! What are we assessing? 

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YES! Great question Laurie! What are we assessing? 

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Do we give less credit for doing some really weird math??? Like simplifying that radical for Student M?

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Do we give less credit for doing some really weird math??? Like simplifying that radical for Student M?

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Simplifying radicals for letter M - beginning with one term and ending with two terms under the radical should be a red flag 

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Simplifying radicals for letter M - beginning with one term and ending with two terms under the radical should be a red flag 

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I am curious how teachers teach solving proportions. If students cross multiply, would it be marked wrong? 

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I am curious how teachers teach solving proportions. If students cross multiply, would it be marked wrong? 

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Teachable moment: what is different about the number 48 and the square root of 48?

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Teachable moment: what is different about the number 48 and the square root of 48?

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If cross multiplying, then leaving the solution as the square root of 48 makes it easier to check for accuracy (root 48 times root 48 equals 6 times 8)

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If cross multiplying, then leaving the solution as the square root of 48 makes it easier to check for accuracy (root 48 times root 48 equals 6 times 8)

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After this activity, I would LOVE to work with all the teachers together to discuss certain topics, like simplifying radicals, solving proportions because I think many teachers approach these topics differently.

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After this activity, I would LOVE to work with all the teachers together to discuss certain topics, like simplifying radicals, solving proportions because I think many teachers approach these topics differently.

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Cross mulitiplication vs. clearing fractions (denominators) discussion is interesting since we investigate the geometric mean for altitudes of right triangles in chapter 7. 

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Cross mulitiplication vs. clearing fractions (denominators) discussion is interesting since we investigate the geometric mean for altitudes of right triangles in chapter 7. 

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I wonder if they are going to agree with what a "4" represents and "3" represents...etc

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It is amazing how many misconceptions come out of one set of problems and how many teachable moments there are

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I am curious how they would rate each student...if they put them in order of understanding to not.  Like a linear scale of understanding (not necessarily a grade)

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I am curious how they would rate each student...if they put them in order of understanding to not.  Like a linear scale of understanding (not necessarily a grade)

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I wish I could see what they are writing

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I wish I could see what they are writing

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I have always wanted to talk about this to determine the best way of breaking down radicals

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I have always wanted to talk about this to determine the best way of breaking down radicals

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Wouldn't it be interesting to have time to have the students talk about what they are doing in order to understand what some of them are thinking...

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I agree with the changing the "x" vertex and changing the look of the triangle. Maybe flip the triangle?

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Maybe doing more warm-up problems from prior units to keep them thinking about prior material.  Can't hurt for final exams...

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I disagree with saying that this is "from a previous unit", or redrawing the triangles to not look like right triangles.   Isn't that lowering the expectation of what our students should be able to do and recall?

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I disagree with saying that this is "from a previous unit", or redrawing the triangles to not look like right triangles.   Isn't that lowering the expectation of what our students should be able to do and recall?

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Again, Rob bringing back the point of solving using current material, versus using knowledge of old topics..

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Again, Rob bringing back the point of solving using current material, versus using knowledge of old topics..

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I think it is interesting how Grace keeps comparing understanding.  Well Student "G" is getting it more than student "__" etc

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I think it is interesting how Grace keeps comparing understanding.  Well Student "G" is getting it more than student "__" etc

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I know I'm supposed to be commenting on what the group is doing but what the heck are some of these kids doing on this assessment?

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I know I'm supposed to be commenting on what the group is doing but what the heck are some of these kids doing on this assessment?

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Way to put a positive spin on it Jeanette

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Way to put a positive spin on it Jeanette

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I liked Karen's comment to truly gage their understanding

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I liked Karen's comment to truly gage their understanding

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I like the idea of challenging students by not using a "nice" scale factor

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I like the idea of challenging students by not using a "nice" scale factor

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Praising different ways students are attempting to solve the problem

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Praising different ways students are attempting to solve the problem

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I love that the Inside group are thinking about the different type of students they may have (ELL, IEP, 504, etc)

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I don't think the problem needs to change....it's about kids not focusing on notation again....if you were to solve for the angle measure, then they should see the angle symbol in front of the x...does that make sense?

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I don't think the problem needs to change....it's about kids not focusing on notation again....if you were to solve for the angle measure, then they should see the angle symbol in front of the x...does that make sense?

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I've found that students having to read directions is one of their biggest downfalls

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Do you think that the X on the 1st triangle was confusing with the side length of x?  Perhaps we would change the side lengths to other variables?

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Do you think that the X on the 1st triangle was confusing with the side length of x?  Perhaps we would change the side lengths to other variables?

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My students also tried to use the current material (trig/inverse trig) to solve the problems on this formative.
Also had confusions with solving for the side x when angle was also named X.

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C: Using current method for "solving a triangle"...maybe emphasize importance of reviewing previous methods throughout new concepts
D: Again, jumping right to solving using current method...not reading the directions or not really knowing what a proportion really is....??

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It is interesting that once you start a new unit, students often think that everything you give them only pertains to the new material. (B,C,D,F,G)

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Inside group are having a very positive discussion and are working well together.