SWBAT:
• Add, subtract, multiply and divide with decimals
• Create equivalent fractions, decimals, and percents

Students review for the Unit 2 test by completing stations.

5 minutes

See my **Do Now** video that explains my beginning of class routines.

Often, I create do nows that have problems that connect to the task that students will be working on that day. Here I want students to think about what they have learned throughout the unit. I have students share out with the class.

40 minutes

There are many ways to do stations. Today I am going to have students choose where they would like to sit. I set out the copies of the stations throughout the room. I **Post A Key **for each station somewhere in the classroom. I review expectations for the day.

Students are engaging in **MP1: Make sense of problems and persevere in solving them **as well as **MP6: Attend to precision**. Students can move at their own pace, each time they complete a station, they check in with me. I quickly scan the work. If they are on track, I send them to check their answers at the key. If I see repeated mistakes I circle the problems and have them return to work on them. Once they have successfully completed a station, they check it off on their To Do List and move on to another station.

At the end of the work time, I hand around several staplers for students to staple their station worksheets together.

15 minutes

For **Closure **I ask students to share their thinking about problem 15 on Part 6: Word Problems. What is going on in the problem? How did you decide what to do? How much did it cost for each student? Then I ask similar questions about problem 16. I want to see how students are working through word problems and determining how to solve them. Lastly, I ask them how to figure out #2 on Part 8: Percents. In this problem they know that 10% of an amount is $2.50 and they have to figure out the original amount. I ask students what they know and what they are trying to figure out. I want students to recognize that they can multiply 10% by 10 to get 100% of the money. I ask a student to use the percent ruler to show me what he/she is thinking.

With about 7-8 minutes left I pass out the **Ticket to Go. **I will use this data to **Create Homogeneous Groups **in the next lesson **(Unit 2 Closure)**. For **Homework**, I tell students that they need to complete the stations that they did not finish. If some students have not completed a large amount, I will give them an extra day or two to complete the work. These may be students who need extra help and I may work with them in a small group on these review stations during the next day’s lesson **(Unit 2 Closure).**