Today students will deepen their understanding of the parent tangent function and its transformations through peer-to-peer interaction (and instruction!).
Prep: Print and cut out the quiz, quiz, trade cards. We suggest printing them on cardstock and/or laminating them. You will need just one set of the cards for the whole class and you’ll be able to re-use the set over and over. You will also need sticky notes. There are 32 cards provided but you will need only one card per student for the activity.
Play: Give each student a card and a sticky note. Instruct students to answer their question INDIVIDUALLY on the sticky note, then stick it to the back of their card. Give students roughly 3 minutes to do this. Do not check students’ answers!
To play Quiz, Quiz, Trade students will stand up and walk around the room, finding their first partner. Partner A will show the card to their partner (Partner B) and Partner B solves it out loud. The questions are not designed to require paper and pencil but you may want to have mini-whiteboards or scratch paper available if students want it. Partner A checks their partner’s solution against the one on the sticky-note. If the answers agree, Partner A now solves the problem on Partner B’s card. If the answers do not agree, Partner A should indicate that the answer is incorrect and Partner B will try again. Partner A should not just give Partner B the answer. After multiple attempts, Partner A can provide tips or coaching to help Partner B solve the problem. Note that Partner A can use the conversation to make sure that their sticky note answer is actually correct! Once both partners have solved each other’s problems, they trade cards and then find a new partner, starting the routine again. Every question that a student asks of their partner will be one they just solved themselves, so they should be ready to provide tips or coaching, without simply telling them the answer.
If at any point students notice a mistake with the answer on the sticky note, they should revise it with a different colored writing utensil.
At the end of the activity, make sure that cards are returned to the original owner so they can see if their solution was revised. Then collect the cards.
Note: Part of the rationale behind this activity is to position students as having mathematical authority to determine if an answer is valid or not. While there may be an error in the original answer, it is highly unlikely that the error will persist after so many students work on that problem. The students, not YOU, should be the ones deciding if an answer is valid or not. For this reason, we do not provide an answer key. We suggest working through the problems on your own first, but do not verify students’ answers during the activity. Additionally, students will see in action the expectation that “collaboration moves our thinking forward” and come to normalize the practice of revising their thinking.