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# Round Robin Review (Unit 1)

Lesson 8 of 8

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

This lesson can be given after completing Unit 1, Number Sense.

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. (Question Sheet 1 U1.docx) 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 similar to the first one, with other questions. Question Sheet 2.doc

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)

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#### The Activity

*50 min*

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 U1.docx). 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. 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. Example of what a sticky note should have written on it:

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

See:Postit.jpg

When all groups have posted sticky-note answers to all four questions,(see Post its on Board.jpg) 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.doc) with four more questions.

## Here are the answers to both Question Sheets:

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##### Similar Lessons

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- UNIT 1: Number Sense
- UNIT 2: Solving Linear Equations
- UNIT 3: Relationships between Quantities/Reasoning with Equations
- UNIT 4: Powers and Exponents
- UNIT 5: Congruence and Similarity
- UNIT 6: Systems of Linear Equations
- UNIT 7: Functions
- UNIT 8: Advanced Equations and Functions
- UNIT 9: The Pythagorean Theorem
- UNIT 10: Volumes of Cylinders, Cones, and Spheres
- UNIT 11: Bivariate Data

- LESSON 1: Lies your calculators tell you
- LESSON 2: Those Negative Numbers
- LESSON 3: Multiplying and Dividing Signed Numbers
- LESSON 4: Math Goodies: Developing Proficiency with Signed numbers
- LESSON 5: Expressions Evaluated
- LESSON 6: Rational or Irrational (Day 1 of 2)
- LESSON 7: Rational or Irrational (Day 2 of 2)
- LESSON 8: Round Robin Review (Unit 1)