SWBAT defend their work to the peers, as well as give feedback, and use the feedback of their peer to increase the rigor of their work.

Students will engage in MP 3 in order to assess one anotherâs resource and make any changes necessary to make sure it is a vital and useful resource to use for the upcoming unit.

Day 1 we focused on creating a substantial list of key words that students will need to understand to be successful for the unit. We engaged in a brainstorm activity, and created a foldable that will be useful throughout the course of the year. Day 2 we began to apply our understanding of the meaning of the words by writing mathematical sentences that can be translated into mathematical expressions, or equations. Day 3 we translated the written sentences into expressions and equations and simplified or solved accordingly. Today we will focus heavily **on Mp 3.** Students will share and defend their work. Students will critique the work of their peers. Through working in groups or pairs, students will use their peers to make corrections, gather a new outlook on how to apply content area vocabulary, and increase the rigor of their problems. Placing an emphasis on **Mp 5** as well, students will use their peer work as a tool to assess their own work. Could they improve anything? Are they prepared for the final day’s assessment? Students will also quiz their partners over the content area vocabulary.

10 minutes

Students will need their interactive notebooks. In my class, our notebooks are primarily kept in the class and located in the same area always. I have two students who are assigned to passing out the note binders that their notebooks are in. This helps with consistency and classroom management. My students are always given verbal instructions before entering the room daily. Today’s verbal instructions will include,, “Today you will work in groups in order to share your work. It is important that you challenge your peer group to do their absolute best. You will swap work and place any feedback that you want to provide to your partner on a separate sheet of paper. You will enter the room and sit in your **Individual Think Time seats**. Make sure you have your **Interactive Math Journals**. Once you are assigned your working partner, please meet with them and swap work immediately.

25 minutes

Take 15 minutes to carefully look over you partners work. Be sure each sentence makes sense mathematically, that the expression or equation represents what was written, and that the expression or equation was solved accurately. During the peer review time you will be practicing **MP 3, and 6 **heavily. If you feel the problems are too easy, provide feedback that will allow your working partner to increase the rigor of the problem.

Once the 15 minutes has concluded and all feedback has been given, swap back with your working partner. Now take 10 minutes to look over the feedback. Be sure you agree with the feedback your partner gave you. If you disagree, defend your working appropriately. Be sure to defend your work with rich mathematical discussion. If you agree with the feedback, make the appropriate changes.

10 minutes

Once the changes have been made, the feedback has been given, allow students the opportunity to use their resource to quiz their working partners. Students should ask questions that will challenge the students and assess student knowledge over the content area vocabulary.

For example, a student may say " Write an expression that shows you understand how to show a coefficient being multiplied by a variable."

This one questions assesses a student's understanding of expressions, variables, and coefficients.