DI in the Math Classroom

Bell-Ringer or Exit Slip

List the steps you would take to graph the equation y = ax2 + bx + c.

Draw the graph of y = 2x2 + 4x – 6, and label the important pieces of the graph.

Create your own quadratic equation and graph.

Choose One to Complete

(One idea of formative assessment)

Choice-Driven Quiz (or daily assignment)

Sternberg Project (used in place of traditional mid-chapter quiz)

1. Pick 2 points and use the Distance

Formula to find the distance between

them.

2. Draw a diagram and explain the

Pythagorean Theorem.

3. Draw a circle on a coordinate plane

and use the midpoint formula to

find the center.

4. Explain the Distance Formula

and its parts.

5. Create or find a real world example of

using the Pythagorean Theorem and solve.

6. Find the midpoint of a segment using

to endpoints.

7. Draw a triangle on a coordinate plane

and use the Distance Formula to find the

perimeter.

8. Solve one problem using the Pythagorean

Theorem and one problem using the

converse of the Pythagorean Theorem.

9. Explain the Midpoint Formula

and its parts.

Think-Tac-ToeChoose 3 tasks (either diagonally or horizontally) to complete. Mark the three you choose with X’s or O’s. You may use the bottom of this page or the back to complete your work.

Self-Selected Groups (Choices)(Used to introduce graphing inequalities in two variables)

Project (Menu-Like)

Parallel Lines Menu

Parallel Lines Menu, Continued

Student Work Samples

Rap Song Power Point Skit/Presentation Jeopardy Game Posters, Etc…

Research Shows That…Choices vs. Required

In process, product No student voice Groups, resources, environment Restricted resources

Relevant vs. Irrelevant Meaningful impersonal Connected to learner out of context Deep understanding only to pass a test

Engaging vs. Passive Emotional, energetic low interaction Hands on, learner input lecture, seatwork

Equals Increased Intrinsic Increased Motivation Apathy and Resentment

Wrap-Up Questions? Ideas?