##
* *Reflection: Classroom Setup
Round Robin Review (Unit 9/L1-7) - Section 2: The Activity

In this particular activity the ideal group is one of varying abilities. I first want students to try answering the questions independently, then discuss these as a whole group. If grouped by ability, students struggling or ELL students may be mocked at, especially if faced with a tough questions which nobody in the group can answer.

Also, I carefully select the questions making all of them quite achievable, yet challenging. I like to make one pretty straight forward and the other 3 of gradual increasing difficulty.

*Dividing Students into groups*

*Classroom Setup: Dividing Students into Groups*

# Round Robin Review (Unit 9/L1-7)

Lesson 10 of 10

## 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.

*50 minutes*

This lesson can be given after Lesson 7 of Unit 9, Pythagorean Theorem.

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.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.docx

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)

*expand content*

#### 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.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:Post it.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.docx) with four more questions.

## Here are the answers to both Question Sheets:

Answer Sheet for Question Sheets 1 and 2.docx

*expand content*

*On question sheet 1, problem 4, c is also a correct answer as 2+2=4. | 29 days ago | Reply*

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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: A thought is an idea in transit
- LESSON 2: Reasoning with Pythagoras
- LESSON 3: Fluency with Pythagorean Triples
- LESSON 4: Hypotenuse Hype
- LESSON 5: Missing a Leg (Day 1)
- LESSON 6: Missing a Leg (Day 2)
- LESSON 7: Pythagorean Theorem Converse
- LESSON 8: Draw a Right triangle! You can´t go wrong.
- LESSON 9: Applying Pythagoras' Theorem with 7 "Choice" Problems
- LESSON 10: Round Robin Review (Unit 9/L1-7)