# Unit 5 Test Debrief

## Objective

SWBAT revise Unit 5 test and earn mastery on targeted standard.

#### Big Idea

students will review their individual results to the unit test and work toward mastery and improving their grade by targeting standards they need to refine

## Do Now

10 minutes

Students enter silently according to the Daily Entrance Routine. The directions on the board read:

1. Take out your Thinking Skills from this morning.
2. Finish any work you have yet to complete.
5. Work until the end of this timer to correct your answers. If you got everything correct, you’ve earned achievement points! Raise your hand to receive these.

“Thinking Skills” is what we call the morning period between 7:25 – 8:0 a.m. Each day of the week is dedicated to a different subject. On Mondays I am responsible for coming up with work which spirals concepts we’ve covered in class as well as at least one challenging problem that requires logic or other forms of critical thinking skills. Bearing in mind the multiple gaps in knowledge I’ve identified from previous data, I mostly use this Monday morning period to spiral through skills students need to practice and need to master as we move forward. During this lesson we will be working toward mastery of 6 standards from the Unit test:

• 7.G.1
• 7.RP.1
• 7.RP.2a
• 7.RP.2b
• 7.RP.2c
• 7.RP.2d

The Thinking Skills from this Monday morning includes questions about similar figures, finding unknown values in proportions, and percent conversions. The similar figures’ problems are included to provide me with information a basic geometry skill in need of assessment before we attack our biggest weakness as reported by the Unit 5 test, 7.G.1. The same can be said of the proportion problems in the next section. The last section of the Thinking Skills, on percent, is my litmus test of student prior knowledge before we dive into the percent unit tomorrow.

Students will have 6 minutes to follow the directions included above. During this time I will be walking around the room with a roster in hand. I will be using the roster to make small notes about the work students showed in their Thinking Skills. Those who did not complete the work will need to do so during lunch so that I can better assess their current skills. Those who are struggling with finding missing values in a proportion or setting up a proportion to identify missing sides in similar shapes will be flagged as part of a group that will be working with me during the class work today. Students who are still struggling to find missing values in proportions, will need intensive remediation to continue working on this skill. This will take place during our scheduled remediation and study hall periods this week.

After 6 minutes have passed all students should have an answer sheet. We will vote by raising our hands to review the most difficult questions if students need to see the problem worked out from beginning to end. There will most likely only be time for two problems at most.

## Class Notes

15 minutes

Next, I distribute class notes to all students. These are blank except for the heading and the title. I run through the powerpoint by first congratulating each class on the questions 100% of all students answered correctly. Rather than begin with the bad news, I want to begin positively, by showing students that there are some questions that they all succeeded in and should feel good about. Next, I distribute the 7.G.1 worksheet which includes a problem I review with all three of my sections. This is the map scale problem the Unit Test analysis from the previous lesson

After reviewing this problem I inform students that their final Test grade will be made up of an average score on the test and on the assignment they complete today.

Next, students will receive a detailed report that will allow them to see what the questions were missed and it will include all the correct answers. This report will also include the titles of the standards assessed by each question. Students are responsible for tallying the number of questions missed per standard. This will allow them to identify the #1 standard they faltered on the most.

20 minutes

After identifying their targeted standard, students must come to the front of the room to pick up worksheets marked with this standard. All of the worksheets will be stacked neatly at the front by standard name. Students are to pick up a worksheet for every standard where they faltered on at least one problem.

A timer will be set at the front of the room with 12 minutes. During this time students will be allowed to work with partners of their choice. I will be working with a small group of students identified from the Do Now activity. We will review one of the scale problems from the Thinking Skills and then review the answer to the question from the video inserted in the section above. Then we will continue working through the 7.G.1 worksheet. One strategy I will be emphasizing throughout this time is drawing a picture and identifying the steps needed to arrive at the answer. In order to do this, students will need to push themselves to understand the context of the situation, the information given, and the information that needs to be calculated.

At the end of 12 minutes all students, including my small group, will need to return to their seats to complete the rest of the work independently and silently.

## Closing

5 minutes

Once there are 5 minutes left in class, I will distribute half sheets of recycled paper. Students must write their name on this paper answer the following question:

What question in the Unit test did you find the most challenging and why? Write at least 3 sentences.

These sheets will be collected when students are leaving the room. Their homework is to complete the problems they selected during class to make up half of their final Unit 5 grade.