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

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

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.**

30 minutes

**Notes:**

- 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.