Quiz + SWBAT calculate circumference and areas of circles and composite figures.

students work on a quiz to assess which skills we need to continue reviewing the following week and also complete problems involving composite figures

30 minutes

Students enter silently according to the Daily Entrance Routine. Quizzes are already on their desks along with bubble sheets and they are to begin as soon as possible. They are allowed to spread out and sit at empty tables and are given the option to use cardboard dividers and noise canceling head phones. Instructions on the SmartBoard notify students that they will have the half of the class period (30 mins) to complete this quiz (a timer will be displayed). They are also reminded to use notes and any other classwork completed this week. The quiz will cover unit rates, expressions, and equations to review for the state exam. Students will be able to work on their quiz during class and will also be able to take it home to complete for homework. This, however, is not announced before the quiz begins. As the state exam gets closer I want to provide opportunities to observe students during a “testing environment” so that I can provide detailed feedback about their performance. The grade itself is not currently important. I do let students know that the quiz will not be graded at the end of this section. This will hopefully alleviate any anxiety they are feeling before heading off for the weekend. It will also hopefully push them to be as honest as possible about their own, independent capabilities with the content as they complete the assessment for homework.

I plan to use this quiz for the following lesson to do some detailed error analysis and provide individualized feedback to students.

10 minutes

Once students have put away their quizzes for homework I will distribute the classwork. There is a worksheet online which reviews area and perimeter of composite figures. This is a skill my students need to review as I have noticed about half struggling to master. Based on past data, these struggles seem to be related to students’ continued effort to master multi-step problems as well as area and circumference of circles. The worksheet includes multiple examples of this sort and two guided practice problems at the top.

All students will need a blank sheet of paper. Using student laptops, students access the website where this worksheet exists. I ask students to take 3 – 5 minutes to silently review the solutions for the two examples provided on their laptops. I review the solutions by asking different students to explain each step. For example, I ask one student, “what shapes make up this composite figure?”, then another, “what is the first step to solve?” or “what information do we need to find first?” This is how I check to make sure students understood how to solve. No one has the out, “I don’t know”. If they are confused, they must share out exactly what is confusing. Students must explain for example, “I’m not sure what is meant by…” and point to the exact location in the example where they were confused. We are practicing **MP1**.

As I guide all students through the solutions to these problems, I am prepared to answer (or ask to CFU) the following questions:

- What is a trapezium?
- What is a semicircle?
- How do we find the area/perimeter of a rectangle? (don’t assume they all know!)

Formulas for the area/circumference of a circle and area of a trapezoid must be provided on the board.

20 minutes

After reviewing the solutions, students are asked to complete the 6 practice problems in the following page on their blank sheet of paper. They may work in pairs only and must redraw the shapes. I remind them to review the examples given in the first page of the internet document for the best ways to organize their work.

I differentiate this work for some students. This year I have a larger number of students than usual with graphomotor skill deficits. For these students, I provide the classwork with pictures already included and large spaces to show work and designated locations for final answers. Some students may also need to be reminded about the significance of the dash marks on the drawings, indicating equivalent measures as well as the notion of arrows indicating parallel lines.

Once there are 5 minutes left in class, students will be asked to stop working and partner pairs will be asked to take out a single sheet of paper. This paper will need to be cut in half, one for each student. Their names should go at the top and the following questions need to be answered:

*Which problems were you able to complete?**Which one of these was the most difficult?**Why?*

This exit ticket needs to be given at the door as students exit the class. Once they are lined up, I will also remind them to complete their quiz for homework so that we can use their answers in class on Monday.