As the students enter the room, I hand out the warm-up. The purpose of this exercise is to help generate last minute questions and to focus the students attention on the concepts needed to succeed on the unit test.
I allow the students sufficient time to finish the warm-up and then we go over the answers as a class.
I hand out the Transformations Unit Test. In addition to the test, each student has a straight edge, calculator, scrap graph paper, and a cut-out that they can use to assist in answering the last question on the test. For an explanation of the cutouts on the test, see my video.
This test requires that the students reason, make sense of problems, and persevere (MP 1). It also asks them to explain and justify their answers (MP 3), to pay close attention to structure (MP 7) and to be precise in their use and application of notation (MP 6).
When a student is finished with a test, there is the question of how to keep him or her busy while others are still working. I discuss my approach to this in my video narrative. I also think the activities I use are a great way to help students persevere in solving problems (MP1).
Some of my sources for post-test activities and problems include:
Ken-Ken: My students are hooked on Ken-Ken! It's similar to Sudoku, but with mathematical operations. Will Shortz books are my favorite because they are just the right size to photocopy, but there are lots of sources available. Here's a sample. Ken-Ken can also be found on NCTM's Illuminations site.
NCTM's magazines: The NCTM magazines always include challenging problems. In Mathematics Teaching in the Middle School, it's the Palette of Problems; in Mathematics Teacher, it's the Calendar Problems. Another NCTM source is Problems to Ponder.
24 Game: I use the original single digit set (there are many different varieties of cards available), and write the numbers from one card of each level on the board or on a handout. I believe it is now an iTunes app as well.
After all of the students have turned in their test, I hand out an Anticipation Guide that encompasses a lot of the vocabulary and concepts in the upcoming unit. Many of the concepts are not new to the students; however some are new and unfamiliar.
I ask the students to do the true/false questions on the first page by themselves. Then I ask them to discuss their responses to these questions within their groups. I stress that they don't need to agree with each other, but that they do need to hear and respect each other's point of view (MP3).
We then repeat the process with the vocabulary on the second page. In this latter section, the students indicate their familiarity with each term.
As a class, we talk only briefly about the material on the anticipation guide. Instead, I explain that this exercise helps to give them an idea of the topics that we will be working on, helps to reactivate prior knowledge, and will also serve as a great review at the end of the unit, when I ask the students look over their initial responses and make corrections (MP1).