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 is a unique day, where students are taking a quiz and wrapping up a project. I want students to have the Day 5 share price data at the beginning of class so they can work on their project after they finish the quiz.
I call students by rows to find a Closing Price Spreadsheet around the room. They copy the closing price of the companies they have invested in on their packet. I walk around to ensure that students have collected the data and are working on part 2d.
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.
I have a volunteer read over the to-do list for this part of the lesson. I explain that this will be the last day that we work on the “Tracking Your Investments” project in class. I tell students the due date for the project.
Students work independently with their calculators. Students are engaging with MP2: Reason abstractly and quantitatively. As I walk around, I monitor student progress. A common mistake is that students find the change in closing price by subtracting day 3 – day 4. If students do this, I refer them back the practice page to review. I also ask them if the closing price increased or decreased from day 3 to day 4. If the closing price increased, does it make sense that the change in price is negative?
If students successfully complete part 2d, I remind them to read over the rubric and make revisions. If they finish with the project they can work on the Unit 3 Challenge about percent change. I allow students to use calculators.
For Closure I ask students, “What have your learned about the stock market?” and “What do you still want to know about the stock market?” I am curious to see what students valued about the project and what they are still wondering about. If I have time, I ask students “How would you improve this project?” I may have the occasional Negative Nancy say “Not do it”, but most students come up with really valuable ideas that I can take into account for the next year.
I explain that their Homework is to finish the “Tracking Your Investments” project.