##
* *Reflection: Connection to Prior Knowledge
Quiz Day - Section 2: Quiz

This year I have more time per lesson (90 minutes as opposed to 60 minutes last year). This means that on Quiz days there is enough time to either review before a quiz, or work on a task to get ready for upcoming skills. Another big change this year is my pacing calendar. Our first unit this year included a review of operations with fractions and decimals. The resources for these introductory lessons can be found in the “Do Now” reflection of this lesson.

This year for this “Quiz” lesson, students entered and began right away. A timer was set on the board for 40 minutes of “quiz time”. Once students were finished, they were instructed to take the remaining amount time to review and answer the questions on a worksheet.

This worksheet has two purposes: to provide something for students to engage in silently while their teammates finish AND to introduce examples for the upcoming skill. I do not expect all students to be able to complete the problems correctly and I expected some frustration. The advantage of beginning the year with a review of fraction and decimal operations meant that I knew which kids would struggle. If they expressed their difficulty and asked for help, I asked them to review their notes and find the rules we wrote for integer operations at the beginning of this second unit. The reflection, including guiding questions, can be found in the class notes section of this lesson.

*Connection to Prior Knowledge: After the Quiz*

# Quiz Day

Lesson 17 of 20

## Objective: SWBAT show what they know about integer operations (+,–, ×, ÷) on Vocab Quiz #2.

## Big Idea: Homework is checked in preparation for the quiz and then students work until the end of class.

*40 minutes*

#### Check HW

*10 min*

Students review their homework with partners. I select 3 – 4 students to copy their correct work on the board for the problems on the homework. Other students can ask questions during this time. The HW problems included 8 substitution questions including absolute value and a three part questions about analyzing information in a table to answer questions about increase, decrease, and comparing integers (see attached sample of student work).

I make sure to review the first 4 problems in the HW out loud with students, using a sticky note to remind them about substituting for negative values, such as #29, –x – 3 when x = –7. Students often miss these types of problems because they mistake the negative outside of the variable as the same negative attached to the 7 for x. The proper substitution in this example would say:

– x – 3 = – ( – 7 ) – 3

= +7 – 3

= 4

Using a sticky note to represent the variable on one side and its equivalent value on the other helps students visualize the operation. I also remind student that when they are answering questions within word problems like #31 in the HW, they should always draw the number line to ensure the correct direction and operations to be performed in these types of questions.

After 5 minutes, all answers are reviewed on the board and students are allowed to ask any other questions before they take their quiz.

*expand content*

#### Quiz

*30 min*

Students transition silently. Quizzes are are placed on their desks and they are to begin as soon as possible. Students are allowed to spread out and sit at empty tables. They must return their quizzes as soon as they are finished. Once they turn in their quizzes, they may work on their homework for the weekend. They must write a paragraph with 5 sentences or more about what they've learned this week using about the following prompts:

- one thing I learned this week ...
- one thing I am still confused about ...
- I realized I was making the same mistake when ... and I fixed it by ....
- I knew I struggled with .... so I studied by ...

*expand content*

##### Similar Lessons

###### Adding and Subtracting Integers on a Number Line

*Favorites(54)*

*Resources(39)*

Environment: Urban

Environment: Urban

Environment: Suburban

- UNIT 1: Integers
- UNIT 2: Operations with Rational Numbers
- UNIT 3: Expressions and Equations - The Basics
- UNIT 4: Multi-step Equations, Inequalities, and Factoring
- UNIT 5: Ratios and Proportional Relationships
- UNIT 6: Percent Applications
- UNIT 7: Statistics and Probability
- UNIT 8: Test Prep
- UNIT 9: Geometry

- LESSON 1: The Numbers Game: Playing by the Rules
- LESSON 2: The Numbers Game: Playing by the Rules
- LESSON 3: Exponents: It's Gotta Be the Power of 3
- LESSON 4: Rolling with the Order of Operations
- LESSON 5: Bingopposites
- LESSON 6: Øriginal Distance: Absolute Value and Additive Inverse
- LESSON 7: Order Up! Ordering and Comparing Integers
- LESSON 8: All That and a Bag of Chips! Using Counters to Combine Integers
- LESSON 9: Lines Around the World: Combining and Graphing Integers on a Number Line
- LESSON 10: MAP it Out
- LESSON 11: What's up with that? The Connection Between Addition and Subtraction of Integers
- LESSON 12: Note the Arrows: Modeling Addition and Subtraction of Integers on Number Lines
- LESSON 13: Man Your Station! Adding and Subtracting Integers in Real World Situations
- LESSON 14: Lines and Patterns: Difference, Change, and Multiplication
- LESSON 15: We Are a Family!
- LESSON 16: Trashketball!
- LESSON 17: Quiz Day
- LESSON 18: Rewind! Reviewing Integer Operations and Critical Thinking
- LESSON 19: Unit 1 Test
- LESSON 20: Error Analysis: Unit 1 Test