Providing Feedback on Cool-downs and Exercise Sets

This article will cover how to provide feedback on Cool-downs and Exercise Sets: 


How do Cool-downs work in Math Units?

Throughout a Math Unit, students need formal and informal opportunities to have their mathematical thinking understood by an expert, who responds in ways that will lead to greater learning. Cool-downs are these formal opportunities; formative assessments for learning. Cool-downs typically take place after each Illustrative Mathematics lesson and should be used to gauge students’ conceptual learning that has occurred as a result of that instruction. In other words, cool-downs are defined the same in Math Units as they are in Projects; however, in Math Units, they are often used more like short checks for understanding, similar to exit tickets.

Once cool-downs have occurred, teachers should use them to decide the highest-leverage next steps for individual students, groups of students, and/or an entire class of students. The appropriate next steps may vary widely, but could include any of the following: giving individual written feedback to students on their cool-down responses, giving formative scores on concept rubrics, making groupings for the next lesson, deviating from the unit plan to select an appropriate task that will highlight a common misconception, planning brief 1:1 check-ins with students to follow up on misconceptions, and so on. The teacher is best positioned to take all relevant factors into account and know which next steps are appropriate.


How do I give students feedback on Cool-downs?

At Summit, we recognize the importance of formative assessment and we prioritize it throughout our curriculum. In math, the major avenue for formative assessment is daily cool-downs at the end of each lesson. These daily cool-downs replace checkpoint documents, which you'll see in other subjects and in previous iterations of the math curriculum.

Think of a math cool-down as an opportunity to give students feedback. The red/yellow/green tool associated with each cool-down is one tool, of many, for providing ongoing feedback to students. 

To provide feedback on a cool-down, use red/yellow/green to record and communicate progress towards the unit’s outcomes, as measured by cool-downs.

  • Green represents that the student has met the objectives as assessed by the cool-down.
  • Yellow represents that a student shows some errors or misconceptions on the cool-down.
  • Red represents that a student shows significant errors or misconceptions on the cool-down.

For more information on the Math curriculum, please look through this FAQ page!


How do I give students feedback on Exercise Sets?

In Math Units, students complete Exercise Sets to develop their procedural fluency from the conceptual understandings that they build in their math classes. Teachers can track Exercise Set completion in the Platform. Completion of these exercises is determined by students putting forth a genuine effort to learn from the exercises. It is not necessary for all questions to be answered correctly for a student to demonstrate the completion of an Exercise Set. 

To mark exercise set completion individually:

  1. Select the Feedback tab from the Math Unit
  2. Select the title of the Exercise Set on the left-hand sidefeedback_math.png
  3. Click on a student's name and select Incomplete or Complete on the top right
  4. Click Send 
    incomplete_complete.png

To mark exercise set completion in bulk:

  1. Select the Feedback tab from the Math Unit
  2. Select the title of the Exercise Set on the left-hand side
  3. Click Mark Completion on the right
    mark_completion.png
  4. To mark student feedback one by one, use the checkmark to indicate complete work and the x to indicate incomplete work
    completion.png
    To mark feedback in bulk, click Select Unmarked.  Select students, click Incomplete or Complete and then click Apply
    selected_unmarked.png
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