##
* *Reflection: Checks for Understanding
Team Testing! - Section 2: Go!

I anticipated a few errors due to not reading the problems carefully and also expected at least a couple of students to miss the fact that the divisor for problem 5 had a squared term and a constant term but no linear term. What I did not anticipate was that some students would struggle with problem #2 because they didn't know what to do when the largest terms of the dividend and divisor were the same. They put an x in the quotient instead of a 1. I also didn't anticipate that problem #12 would confuse some students because the length is given in terms of the width and the height is given in terms of the length. Some students didn't see this and tried to write an equation that included an x, an x+2 and an x+3 instead of an x+5. To address this, when we go over the questions in class I'll facilitate discussion about these problems and have students explain their reasoning to each other, adding in my own comments only as necessary. I've found corrections are more powerful from peers.

# Team Testing!

Lesson 11 of 11

## Objective: SWBAT demonstrate understanding by successful completion of the unit assessment.

## Big Idea: Teamwork Testing?! If you've never tried it, this lesson might help you see the value for your students.

*55 minutes*

#### Ready, Set...

*5 min*

My students already know that this will be a team assessment so as class begins I assign teams by randomly drawing of popsicle sticks. I explain why a team assessment is appropriate for this unit in my assessment video and have included a resource with links to other team lessons and assessments I use. Once teams are assigned I distribute the Algebraic Arithmetic Assessment, ask if there are any questions, and let my students begin working. **(MP1, MP2)**

*expand content*

#### Go!

*50 min*

During most of the class my students are working on their exam while I walk around offering encouragement and redirecting as necessary. I make a point of reminding them that work counts! I strongly suggest to teams that finish early to check their work and make sure they've completely answered each problem and that their answers make sense. **(MP1, MP2)** I advise the class when there are only five minutes left so that they can wrap up their work. Because I've already been assessing my students daily for strengths and weaknesses, I grade this assessment as a collaborative effort unless there is a clear "opt out" by a student. In that case, I try to ascertain why he/she is not trying and offer the option of taking the test individually. Otherwise both students receive the same grade.

*expand content*

##### Similar Lessons

###### Intro to Power Functions

*Favorites(4)*

*Resources(13)*

Environment: Suburban

###### Polynomial Function Workshop

*Favorites(7)*

*Resources(7)*

Environment: Suburban

###### Adding and Subtracting Polynomials

*Favorites(31)*

*Resources(20)*

Environment: Urban

- UNIT 1: First Week!
- UNIT 2: Algebraic Arithmetic
- UNIT 3: Algebraic Structure
- UNIT 4: Complex Numbers
- UNIT 5: Creating Algebraically
- UNIT 6: Algebraic Reasoning
- UNIT 7: Building Functions
- UNIT 8: Interpreting Functions
- UNIT 9: Intro to Trig
- UNIT 10: Trigonometric Functions
- UNIT 11: Statistics
- UNIT 12: Probability
- UNIT 13: Semester 2 Review
- UNIT 14: Games
- UNIT 15: Semester 1 Review