##
* *Reflection: Discourse and Questioning
Test Corrections - Section 1: Purpose

It is at the teacher's discretion as to whether students will earn back points for their test corrections. I have found that students are more likely to complete their corrections with thought and care, if they have the incentive of improving their test score. Usually, I offer the possibility of earning back half the points that they've lost on the test.

Be sure to emphasize that students should not only show the correct work for solving the problem, but also explain their mistakes completely, in order to gain back points.

*Gaining Points Back*

*Discourse and Questioning: Gaining Points Back*

# Test Corrections

Lesson 9 of 10

## Objective: SWBAT correct mistakes made on their unit exam.

*47 minutes*

#### Purpose

*2 min*

It is important to explain the purpose of this activity to students, especially since many students will focus on earning back test points. I will explain that although many of them are comfortable with the concepts in this unit, they made mistakes in their work. The purpose of the test corrections, is for students to learn from their mistakes. Students will need to analyze their work and discover their mistakes, which will help prevent them from making the same mistakes in the future.

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#### Partner Work

*40 min*

For this lesson, I will pair students together based on their unit exam score. A higher level student will be partnered with a lower level student.

Students will receive their graded exam and a Test Corrections Worksheet.doc. I will review the point value for each question, so students can determine which problems they received no or partial credit for.

It is important to explain to students that they are to respect each other throughout the peer work. This is especially important for high level students, who may have a tendency to brag about their success.

Each student will correct the problems that they didn't receive full credit for. Since sometimes it is difficult for students to find their mistakes, they will work with a partner to help them identify and correct their mistakes. Students must complete the corrections on the worksheet.

I will emphasize that they need to show their work and explain, in complete sentences, what they did wrong. Also, it is important that students don't "swap" correct answers. I will explain that they are tutoring one another and a good tutor helps a student arrive at the correct answer, and doesn't giveaway the correct answer.

As students work, I will circulate throughout the pairs to monitor their progress.

#### Resources

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#### Lesson Summary

*5 min*

After students have worked on their test corrections, we will discuss their mistakes and what they learned from them.

*Were you able to find your own mistakes or did your partner help you?*

*What type of mistakes did you make?*

*How will you remember not to make the same mistake again?*

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##### Similar Lessons

Environment: Urban

Environment: Urban

Environment: Urban

- UNIT 1: First Week of School
- UNIT 2: Properties of Math
- UNIT 3: Divisibility Rules
- UNIT 4: Factors and Multiples
- UNIT 5: Introduction to Fractions
- UNIT 6: Adding and Subtracting Fractions
- UNIT 7: Multiplying and Dividing Fractions
- UNIT 8: Algorithms and Decimal Operations
- UNIT 9: Multi-Unit Summative Assessments
- UNIT 10: Rational Numbers
- UNIT 11: Equivalent Ratios
- UNIT 12: Unit Rate
- UNIT 13: Fractions, Decimals, and Percents
- UNIT 14: Algebra
- UNIT 15: Geometry

- LESSON 1: Multiplying Fractions
- LESSON 2: Creating Word Problems for Multiplying Fractions
- LESSON 3: Multiplying Mixed Numbers
- LESSON 4: Dividing Fractions
- LESSON 5: Dividing Mixed Numbers Algorithm
- LESSON 6: Operations with Fractions Review
- LESSON 7: Fractions Word Problems Review
- LESSON 8: Number Sense Unit Exam
- LESSON 9: Test Corrections
- LESSON 10: Fractions Unit Project