Students enter silently according to the daily entrance routine. Do Now assignments will be handed at the door upon entry. The state test will take place in three days, so we are reviewing topics in probability and statistics on this assignment. Students will have 5 minutes to work on the assignment and we will review afterward.
Additional test taking strategies have been included in the back of the Do Now to facilitate discussion. For some students struggling with confidence, it is important to arm them with multiple test-taking strategies (see previous lesson). These will hopefully help them to feel in control of the assessment, even when they struggle to calculate the answer. As we review the answer choices I am also asking students, “did you use any of the strategies in the back of the paper? Which one?”
After reviewing the answers to the Do Now, students are asked to take out their Quiz from last Friday. Each student is given answer sheets for the multiple choice questions only (pages B2 – B4), and asked to check their own answers (5 minutes). If they have extra time, students must read the answer document noticing the explanation of the distractors for each answer choice.
Once all students have checked their multiple choice answers, we review the format of the answer sheet. I point out again that the incorrect choices for each question explain the error the student likely made if this answer was selected. Next, students must take out a blank sheet of paper and partner up. Both names should be written on the paper. They will take 7 - 10 minutes to discuss, in pairs, their mistakes for at least 3 of the questions. Specific expectations will need to be set:
These expectations will be written on the board so that students can easily view and fulfill the expectations of this segment of class. As I am walking around the room I am vigilant that these expectations are followed, I am answering student questions, and I am also keeping an eye out for students who correctly answered and showed work for the open response items in the last pages of the quiz (QS 9 – 11).
In the next activity we will need to move the tables in our room to form groups of 6. In the first ten minutes of this section, the following will occur:
After these 10 minutes have passed, my experts will disperse themselves so that there is one expert per table group.
*This "Jigsaw" is one of many cooperative learning, Kagan Strategies. A resource is attached with more ideas.
Once there are 10 minutes left in class, all students will be asked to return to their seats. I will be taking a poll, asking students to vote for the most difficult question on this quiz. These will be the types of questions that will appear on our final review the following day.
I will also be asking students to “shout out” experts or other teammates who helped them understand a topic/skill. These shout outs must be specific:
At the end students will be dismissed. No homework is assigned as I want my students to rest as much as possible this week and have time NOT to think about this test.