Quiz, Quiz, Trade. After 1 minute, ring a bell. “Finished or not, trade cards” (or keep the same card). One line of students moves down one person, so everyone faces a new partner. Repeat. This method eliminates wandering students and down time. However, it’s important to try and make the cards have a simple part and then a bonus part. Maybe both students can get to the simple part, if there is time, go on to bonus part. 6. Students can make a Quiz Quiz Trade Card. Focus Areas: Include 1-2 clear, solvable, easy to read question(s) b. Include 1 question that: 1. Asks why or explain 2. Asks “What if” questions… 3. Attacks common mistakes 4. Uses a variable or pattern 5. Makes one work backwards 6. Uses math and/or academic vocabulary (list should be provided) 7. Generalizes the problem by asking about what might be asked, what vocabulary is related, what mistakes should be avoided 8. Emphasizes process over answers: how would you find, estimate and explain… c. Answers are clear, accurate, and easy to read
Quiz, Quiz, Trade. After 1 minute, ring a bell. “Finished or not, trade cards” (or keep the same card). One line of students moves down one person, so everyone faces a new partner. Repeat. This method eliminates wandering students and down time. However, it’s important to try and make the cards have a simple part and then a bonus part. Maybe both students can get to the simple part, if there is time, go on to bonus part. 6. Students can make a Quiz Quiz Trade Card. Focus Areas: Include 1-2 clear, solvable, easy to read question(s) b. Include 1 question that: 1. Asks why or explain 2. Asks “What if” questions… 3. Attacks common mistakes 4. Uses a variable or pattern 5. Makes one work backwards 6. Uses math and/or academic vocabulary (list should be provided) 7. Generalizes the problem by asking about what might be asked, what vocabulary is related, what mistakes should be avoided 8. Emphasizes process over answers: how would you find, estimate and explain… c. Answers are clear, accurate, and easy to read