##
* *Reflection: Station Rotation
Unit Review Stations - Section 2: Review Stations

I decided to use students’ data from the quiz during “Show what you know + Equivalency” to create homogeneous groups of 3-4 students. I created a powerpoint slide with the groups and students wrote down their group members. Then I had students clear off their desks and move them into groups. I gave students 30 seconds to find their group members and find a place to sit. I passed out a **Group Work Rubric** for each group. I evaluated groups on the rubric about every 7 minutes. By spreading out my feedback, it kept students working for an extended amount of time in order to earn their group work grade for the day.

As far as station rotation, I had each group work at their own pace. So groups stayed at their own desks, instead of rotating. When they completed a page, they raised their hands. I quickly scanned the work and determined whether or not they were ready to check their work and move on. When students were ready they got up to check their work and get the next review worksheet. Having students working in homogeneous groups allowed me to check in more effectively with students who were still struggling. At the end of the period, I passed around staplers so students could staple their do now with their review worksheets.

*Using Homogeneous Groups for Review Stations*

*Station Rotation: Using Homogeneous Groups for Review Stations*

# Unit Review Stations

Lesson 14 of 16

## Objective: SWBAT: • Add, subtract, multiply and divide with decimals • Create equivalent fractions, decimals, and percents

*60 minutes*

#### Do Now

*5 min*

See my **Do Now** video that explains my beginning of class routines.

Often, I create do nows that have problems that connect to the task that students will be working on that day. Here I want students to think about what they have learned throughout the unit. I have students share out with the class.

*expand content*

#### Review Stations

*40 min*

There are many ways to do stations. Today I am going to have students choose where they would like to sit. I set out the copies of the stations throughout the room. I **Post A Key **for each station somewhere in the classroom. I review expectations for the day.

Students are engaging in **MP1: Make sense of problems and persevere in solving them **as well as **MP6: Attend to precision**. Students can move at their own pace, each time they complete a station, they check in with me. I quickly scan the work. If they are on track, I send them to check their answers at the key. If I see repeated mistakes I circle the problems and have them return to work on them. Once they have successfully completed a station, they check it off on their To Do List and move on to another station.

At the end of the work time, I hand around several staplers for students to staple their station worksheets together.

*expand content*

#### Closure and Ticket to Go

*15 min*

For **Closure **I ask students to share their thinking about problem 15 on Part 6: Word Problems. What is going on in the problem? How did you decide what to do? How much did it cost for each student? Then I ask similar questions about problem 16. I want to see how students are working through word problems and determining how to solve them. Lastly, I ask them how to figure out #2 on Part 8: Percents. In this problem they know that 10% of an amount is $2.50 and they have to figure out the original amount. I ask students what they know and what they are trying to figure out. I want students to recognize that they can multiply 10% by 10 to get 100% of the money. I ask a student to use the percent ruler to show me what he/she is thinking.

With about 7-8 minutes left I pass out the **Ticket to Go. **I will use this data to **Create Homogeneous Groups **in the next lesson **(Unit 2 Closure)**. For **Homework**, I tell students that they need to complete the stations that they did not finish. If some students have not completed a large amount, I will give them an extra day or two to complete the work. These may be students who need extra help and I may work with them in a small group on these review stations during the next day’s lesson **(Unit 2 Closure).**

*expand content*

##### Similar Lessons

Environment: Urban

###### Converting Fractions and Decimals

*Favorites(16)*

*Resources(12)*

Environment: Urban

Environment: Urban

- UNIT 1: Intro to 6th Grade Math & Number Characteristics
- UNIT 2: The College Project - Working with Decimals
- UNIT 3: Integers and Rational Numbers
- UNIT 4: Fraction Operations
- UNIT 5: Proportional Reasoning: Ratios and Rates
- UNIT 6: Expressions, Equations, & Inequalities
- UNIT 7: Geometry
- UNIT 8: Geometry
- UNIT 9: Statistics
- UNIT 10: Review Unit

- LESSON 1: Pretest
- LESSON 2: Going to College
- LESSON 3: Adding and Subtracting Decimals
- LESSON 4: Multiplying with Decimals
- LESSON 5: Multiplying with Decimals Day 2
- LESSON 6: Dividing with Decimals
- LESSON 7: Dividing with Decimals Day 2
- LESSON 8: Dividing with Decimals Day 3
- LESSON 9: Mixed Operation Practice + Scholarships
- LESSON 10: Show what you know + Equivalency
- LESSON 11: Loans and Savings
- LESSON 12: Budgets
- LESSON 13: College Project Wrap Up
- LESSON 14: Unit Review Stations
- LESSON 15: Unit Closure
- LESSON 16: Unit Test