SWBAT:
â¢ Show what they know on the unit 5 test.

What have students learned during this unit? What gaps do students have in their understanding? Students take the Unit 5 test.

7 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 apply what they have learned during unit 3 to answer questions involving variables. Students are engaging in **MP7: Look for and make use of structure**.

I ask students to share their thinking. I want students to realize that if Destiny and Rachel are running at the same speed, then their rates must be equivalent. Therefore, Destiny must be moving at a rate of 20 miles per 5 hours. If students need extension, I ask them what if Rachel is running twice the speed of Destiny, what do you know about x?

I ask students to share their thinking about problem 2. Some students may create equivalent rates with a common number of feet. Other students may create equivalent rates with a common number of seconds. Other students may find unit rates and compare those. I ensure that students are able to explain *how *they know which student is faster.

43 minutes

I review testing expectations and students move their desks apart. I pass out the test and students work quietly. Students are engaging in **MP1: Make sense of problems and persevere in solving them **as well as **MP6: Attend to precision**.

When students finish, I ask them to check their work. Once they have done this they can choose to read quietly, work on other schoolwork, or work on the Dot to Dot puzzle.

If students do not finish the test, I set up a time (preferably today or the next day) for them to complete their work.

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