SWBAT:
â¢ Find absolute value of rational numbers
â¢ Compare absolute values
â¢ Plot points on the coordinate plane
â¢ Calculate length of horizontal and vertical lines on the coordinate plane

What do students understand? What gaps do they have in their understanding? After the quiz, students work on wrapping up their stocks project.

5 minutes

See my **Do Now** in my Strategy folder 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. Today is a unique day, where students are taking a quiz and wrapping up a project. I want students to have the Day 5 share price data at the beginning of class so they can work on their project after they finish the quiz.

I call students by rows to find a Closing Price Spreadsheet around the room. They copy the closing price of the companies they have invested in on their packet. I walk around to ensure that students have collected the data and are working on part 2d.

5 minutes

I ask the students if they have any questions they want answered before they take the quiz. I encourage students to look at their homework assignment from the previous night. If there is a question, students participate in a **Think Pair Share **with a partner and we share out ideas.

I do my best to keep the review brief. It is easy for this review to stretch and take over the period. I set a timer and hold myself to this.

25 minutes

I give students the **Quiz.** Students engage with **MP1: Make sense of problems and persevere in solving them**. If students do not finish in the allotted time, they set up a time (preferably that day) to come in and complete it. I use this data to inform my instruction. If students struggle with a concept, I will spiral it into do nows and homework assignments. I may also add a few problems on that topic to the next quiz.

15 minutes

Notes:

- Students began this project with the lesson
**Absolute Value and Stocks.** - Students should have Part 1, Part 2a, Part 2b, and Part 2c completed.

I have a volunteer read over the to-do list for this part of the lesson. I explain that this will be the last day that we work on the “Tracking Your Investments” project in class. I tell students the due date for the project.

Students work independently with their calculators. Students are engaging with **MP2: Reason abstractly and quantitatively**. As I walk around, I monitor student progress. A common mistake is that students find the change in closing price by subtracting day 3 – day 4. If students do this, I refer them back the practice page to review. I also ask them if the closing price increased or decreased from day 3 to day 4. If the closing price increased, does it make sense that the change in price is negative?

If students successfully complete part 2d, I remind them to read over the rubric and make revisions. If they finish with the project they can work on the Unit 3 Challenge about percent change. I allow students to use calculators.

5 minutes

For **Closure **I ask students, “What have your learned about the stock market?” and “What do you still want to know about the stock market?” I am curious to see what students valued about the project and what they are still wondering about. If I have time, I ask students “How would you improve this project?” I may have the occasional Negative Nancy say “Not do it”, but most students come up with really valuable ideas that I can take into account for the next year.

I explain that their **Homework is** to finish the “Tracking Your Investments” project.