SWBAT:
â¢ Compare and order rational numbers
â¢ Find the absolute value of rational numbers
â¢ Identify and plot points on the coordinate plane
â¢ Calculate length of a vertical or horizontal line
â¢ Add and subtract integers using a number line or integer counters
â¢ Write and graph an inequality to represent a given situation.

A line connects point (a, b) with point (c, d). What do you know? Students review for the Unit 3 test by completing stations.

5 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 think about what they have learned throughout the unit. I have students share out with the class.

40 minutes

Notes:

- Before this lesson I use quiz data and ticket to go data from
**Inequalities**to identify students who are still struggling with Unit 3 material. I will have these students work in a small group. - I will start off working together with these students to focus on topics in the review that they need help on. I may omit some problems for these students so that they can focus on quality, instead of quantity.

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**, **MP2: Reason abstractly and quantitatively**, and **MP4: Model with mathematics**. ** **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.

If students successfully complete the stations they can choose to play one of the Extra Games with a partner or group.

15 minutes

For **Closure **I show them the coordinate plane with the line connecting (a, b) with (c, d). I ask students what they know from the picture. Students participate in a **Think Write Pair Share. **I call on students to share out their ideas. Some students may share that (c, d) is the in first quadrant so both c and d must be positive. Or (a, b) is in the second quadrant so a must be positive and b must be negative. Other students may share that the line is horizontal, so that means that b and d must be equal. If students don’t bring it up, I ask, “How could we figure out the length of this line?” I want students to realize that if they took ||a| and added it to |c| they would get the length of the line. We have to use absolute value because distance is always positive. Students are engaging in **MP7: Look for and make use of structure.**

I pass out the **Ticket to Go.** For **Homework**, I give the students the Unit 3 Review Packet. Students had a long weekend before the test, so I wanted to make sure that they reviewed over the weekend to keep the skills fresh in their minds.