As students walk in the room, they are given a slip of paper with a conditional statement on it. Students are instructed to write the inverse, converse, contrapositive, and biconditional of the statement. This do now provides a brief review of logic concepts. After about 4 minutes, we go over the answers and begin the activity.
Before the final assessment, we have several days of review. It is important to review content before the assessment to help students identify skills they still need to practice. In this lesson, students practice problems (MP3) involving concepts from the units on proofs about triangles and parallelograms.
Students work independently on the questions. They use their notebooks for reference and if they have further questions, they ask students at their tables for help. The tables are groups with students of mixed abilities. Some students are strong in certain areas while other students are strong in different areas. They use their strengths to help each other answer questions they may have.
As the students work, I circulate around the room and address any misconceptions students still may have about writing formal and informal proofs. Towards the end of the activity section, I assign each student a specific question to give his or her answer to when we go over the sheet. Each student presents the question to the class on the document camera.
At the end of the lesson, we go over each question from the review sheet. Students present their answers to the class. While each student is presenting, the other students check their work and make corrections. It is the responsibility of the other students to verify the information being presented by their peers. Taking ownership of the lessons increases student engagement and comprehension.
After the presentations I answer any additional questions students may have about writing formal and informal proofs.