# Unit Closure

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## Objective

SWBAT: â¢ Add, subtract, multiply and divide with decimals â¢ Create equivalent fractions, decimals, and percents

#### Big Idea

Whatâs the best deal? How do you represent equivalent amounts? Students work on these questions as they wrap up Unit 2.

## Do Now

10 minutes

See my Do Now in my Strategy folder 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 quickly practice multiplying and dividing with decimals.  I have students share estimates, strategies, and answers.  I look around for common mistakes and address them.   Are students remembering to put the 0 in the quotient?  How are students deciding where to put the decimal point?  Are they making and using estimates?

## Group Work

40 minutes

Notes:

• Before this lesson, I use quiz data and the ticket to go from the previous lesson (Unit 2 Review Stations) to Create Homogeneous Groups.
• I determine what are the most pressing needs of for each of these groups.   If there is a small group that is still struggling with decimal operations, I will meet with them to work with whiteboards.  Groups who still need practice will start with the School Supplies Task and move on to the Equivalent Amount Tasks.  Groups who are doing well will start with the Pizza Party Task and move on to the Equivalent Amount Tasks.  It may save time to fill out the group to do lists before class.

I tell students their groups and their assignments.  I have students move to their groups and I have a volunteer pass out materials and the Group Work RubricStudents are engaging in MP1: Make sense of problems and persevere in solving them as well as MP6:  Attend to precision.

If I have a small group that is working on decimal operations, every few minutes I walk around the class to monitor student progress and behavior.

## Closure and Homework

10 minutes

For Closure I ask students  how to represent 40% as a fraction and a decimal.  I ask if 0.04 is equivalent to 40%.  How do you represent 1/6 as a decimal and percent.  I am looking for students to explain that they found a repeating decimal.  I am interested to see how they represent 1/6 as a percent.

Next I ask students strategies they use to add and subtract decimals.  What about multiplying and dividing?  How can estimates help you?

I do not give a ticket to go, but instead I collect student work.  I pass out the HW Unit 2 Closure.