Round Robin Review (Unit 4/L1-6)

1 teachers like this lesson
Print Lesson

Objective

SWBAT answer and discuss challenging "Standardized Test" type questions related to concepts covered in class..

Big Idea

Tackling questions in Round Robin fashion is a great way to review and practice for standardized exams.

Before the Lesson

This lesson should be given during or after Lesson 6 of Unit 4, Powers and Exponents.

Before the lesson, I take a sheet of paper, divide it into 4 sections and I write a math question or problem (short answer or multiple choice) in each quadrant. (See my samples below)  The questions, clearly numbered 1 to 4, should target any of the topics covered in the unit.  I like that a some questions be a bit more challenging than most of those seen in the unit. 

Since we are going to do the Round Robin task more than once, I create 2 or more sheets just like the first one, with other questions. 

I will be working with 5 groups (4 students per group), So I make sure I make 5 copies of each Question Sheet. I also gather sticky notes, enough for my 5 groups (5 sticky notes per group) and divide the whiteboard into 4 sections numbered 1, 2, 3, and 4)

Question Sheet 1 

Question Sheet 


 

 

The Activity

50 minutes

I start the activity by dividing the class into groups of four (see reflection on grouping below) and name groups A, B, C, etc.  I provide each group with a Question Sheet (Question Sheet 1). The sheet should be cut by one of the members into its 4 quadrants (each with one question) and the 4 slips distributed to each student in the group. I give students a set length of time, in my case 3 minutes, to answer each question. At first, students should answer questions independently, with no help from other group members. 

When the 3 minutes are up, I ask group members to pass their slips clockwise to the next student. I give another 3 minutes for the next question....this continues until each student in the group has answered all 4 questions. (Please read my reflection on ELL learners in this type of activity)

Now I ask students to discuss answers in their groups (MP3), one question at a time. When the group has agreed on the answers to all 4 questions, they make their answers official by writing each answer on a separate sticky note and pasting it on the corresponding section (1,2,3, or 4) of the whiteboard. Here is the text a sticky note should have written on it, and an image below:

  • Question 1
  • Group A
  • Answer is (b) (or answer is xxxx)

 see Post it

When all groups have posted sticky-note answers to all four questions, (see Post its on board), I check the answers in each section of the board and I assign each group grade (1 - 4).

Once I do that, I go over wrong answers with the whole class and ask the group if they understand the mistake they made. I also discuss any other question a student may have, even if their group answered correctly, before passing around the second Question Sheet (Question Sheet 2) with four more questions. 

Here are the answers to both Question Sheets:

Answers to Question Sheets 1 and 2