Review Stations

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SWBAT: • Create expressions, equations, and inequalities to match a situation • Use substitution to simplify algebraic expressions • Identify and create equivalent expressions • Solve equations and inequalities • Graph equations and inequalities • Identify independent and dependent variables

Big Idea

How can you use expressions, equations, and inequalities to represent different situations? Students review for the Unit 6 test by completing stations.

Do Now

10 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.  Today I want students to work on two standardized test questions.   Some students may be confused by problem 1 since it uses a shape instead of a variable.  A common mistake is for students to substitute 5 in for the triangle and simplify the expression 24 + 45, rather than 24 + 4(5).  A common mistake for problem two is for students to pick c.  This equation works when g=4 and p=2, but it does not work for the rest of the values on the graph.  I encourage students to create a table of the values to help them see the relationship between the variables.

I call on students to share out their answers.  I present the incorrect answers I mentioned above.  I want students to be able to explain what I specifically did incorrectly and how to fix it.  Students are engaging in MP3: Construct viable arguments and critique the reasoning of others.

Review Stations

30 minutes


  • Before this lesson I use quiz data and ticket to go data to Create Homogeneous Groups.
  • I will start off working together with students who are still struggling with many of the topics in this unit.  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 Create Homogeneous Groups.  I identify which stations groups need to focus on first.   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  MP6: Attend to precision.  Groups 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.  I take note of problems that I see many students struggling with so that I can reference these questions during the closure.

At the end of the work time, I hand around several staplers for students to staple their completed station worksheets together.


10 minutes

For Closure I have students share their ideas about problems that I noticed were difficult for many students.  I read the question.  Students participate in a Think Pair Share.  I call on students to come up and share their ideas and show their work underneath the document camera.  Then I call on students to share comments or questions about each student’s work.  We go over as many questions as we can during the ten minutes.  Students are engaging in MP3: Construct viable arguments and critique the reasoning of others.

Students pass in their completed station work.  For Homework, I tell students that they need to complete the stations that they did not finish.  If some students have not completed a large amount, I will give them an extra day or two to complete the work.