SWBAT describe the properties of points, lines, circles, and bisectors and apply them in modeling situations. Students will understand how lines and circles are related to the properties of 'direction' and 'distance'.

We have applied the properties of these objects in modeling situations. Now, what have we learned by "doing geometry"?

5 minutes

The warm-up prompt for the lesson asks students to think of the homework problems that gave them trouble. Each team must agree on ONE problem, which the team scribe will write on the board. I display the prompt using the slide show for the lesson. The lesson opener follows our Team Warm-up routine.

Following the warm-up, I display the lesson agenda and learning targets. I tell the class: "Today we will review Homework Set 1, and I will show you how to use your work to make an assessment of your own progress in the unit."

20 minutes

This is the first time we will review homework, so I teach the class our Homework Review routine. We use the Whole Class Review variation, and I display instructions using a slide. The solutions to most of the problems are provided with the homework set, so we can focus on evaluating student's explanations (*Yes! You will have to write explanations on the unit quiz...*), and answering their questions. I encourage students to share and compare their explanations. What makes an explanation complete and accurate enough to receive full credit on the quiz (**MP6**)?

When we finish checking the work and answering questions, I explain how students are to complete the Progress Check** **in their Learning Portfolios. The purpose of this assignment is show students how to use homework to assess their own progress toward unit learning goals.

Students will also be turning in their portfolio problems for me to review. Students should have answered Portfolio Problem 1 - Where Is My Package? completely, but I do not expect them to have made a complete answer to Portfolio Problem 2- Placing a Call at this time. They should have made a good start, however, and that is what I will be evaluating. Don't worry! For most students, learning to approach problem-solving as a *process* is new, so I will be giving them lots of support (**MP1**).

I also return students' Unit Pre-Tests, if I have not already done so. Students are responsible for correcting any incorrect answers and turning in a perfect product as part of their learning portolio at the end of the unit.

There will probably not be time for extra practice, since students are learning new routines. If there is time, however, I display the instructions.

8 minutes

The lesson close follows our Team Size-Up routine. The prompt asks students to reflect on how they know which geometric object to choose in a given modeling situation.

I distribute Homework Set 2 and assign problems #17-19. Problem #17 reviews vocabulary that was summarized in this lesson, Problem #18 asks students to describe the properties of lines and circles in the context of a modeling problem. (This problem is very similar to one that students will see on the unit quiz.) Problem #19 reviews algebra skills.