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. Today I want students to complete a couple review problems before they take their quiz.
I ask for a volunteer to share out his/her thinking and answer for each question. For problem 1, I want students to be able to compare the integers in the context of scuba diving. If students struggle with this, I draw a vertical number line and we plot the location of each diver. For problem 2, I am looking to see if students can accurately place rational numbers on a number line. Did they place -1.5 directly in between -1 and -2, or did they mistakenly put it between 0 and -1? How did students figure out the location of -2 ¼?
I ask the students if they have any questions they want answered before they take the quiz. I encourage students to look at their homework assignment from the previous night. If there is a question, students participate in a Think Pair Share with a partner and we share out ideas.
I do my best to keep the review brief. It is easy for this review to stretch and take over the period. I set a timer and hold myself to this.
I give students the Quiz. Students engage with MP1: Make sense of problems and persevere in solving them. If students do not finish in the allotted time, they set up a time (preferably that day) to come in and complete it. I use this data to inform my instruction. If students struggle with a concept, I will spiral it into do nows and homework assignments. I may also add a few problems on that topic to the next quiz.
Over the next few lessons we will be working with stocks. I want to know what students know and wonder about regarding stocks and the stock market. I give students a few minutes to jot down notes, and then they share out their ideas and questions.