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On your table, you got the right number of wheels for size 4 & 5.  How could you work backward from size 5 to correct the number of wheels on size 3?

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On your table, you got the right number of wheels for size 4 & 5.  How could you work backward from size 5 to correct the number of wheels on size 3?

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linking feedback to grades may have negative consequence/motivation 

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linking feedback to grades may have negative consequence/motivation 

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#4 Does this equation work with the values in your table?

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#4 Does this equation work with the values in your table?

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Question 1: The feedback is sort of timely because Moussa received it within a week.

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Scenario: Moussa prefers receiving written feedback and responds productively to positive reinforcement, especially in the presence of peers.

Feedback: The teacher hands Moussa his paper back within a week with the above marks and includes a post-it that says:

“Moussa, great job finding the pattern and rule for any size train set! Can you find another way to prove that Mick’s train set is not possible? Look at your notes.”

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Scenario: Avery prefers receiving feedback verbally and is comfortable working with a small group of students who have similar misconceptions.

Feedback:  The teacher hands back Avery’s paper with the marks above and says to Avery:

“Great job. Test your algebraic equation and correct your mistakes for a higher grade.”