##
* *Reflection: Positive Reinforcement
Show What You Know + Stocks Wrap Up - Section 5: Closure

During the next day, I took a moment for students to compare the changes in their portfolio. I put the students with the largest gains up on the whiteboard. Students were excited to see the top investors from various classes. Students came in and asked, “What did ____________ invest in?” Publicly posting the top investors was a quick and easy way to acknowledge student success and talk about their stock choices. My students enjoy some healthy competition every now and then.

# Show What You Know + Stocks Wrap Up

Lesson 13 of 17

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

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

*55 minutes*

#### Do Now

*5 min*

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.

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#### Quiz Review

*5 min*

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.

#### Resources

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#### Quiz

*25 min*

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.

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#### Stocks Wrap Up

*15 min*

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.

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#### Closure

*5 min*

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.

#### Resources

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##### Similar Lessons

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###### Ordering Rational Numbers

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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: Pre Test
- LESSON 2: Where Does That Fall On The Number Line?
- LESSON 3: How Close Is "Close"?
- LESSON 4: What Are Integers?
- LESSON 5: Adding and Subtracting Integers on a Number Line
- LESSON 6: Adding and Subtracting Integers with Counters
- LESSON 7: Rational Numbers and Integer Practice
- LESSON 8: Show What You Know About Integers and Rational Numbers
- LESSON 9: Absolute Value and Stocks
- LESSON 10: Tracking Stocks and the Coordinate Plane
- LESSON 11: Tracking Stocks and Distance on the Coordinate Plane
- LESSON 12: Tracking Investments and Review
- LESSON 13: Show What You Know + Stocks Wrap Up
- LESSON 14: What Rides Can You Go On?
- LESSON 15: Inequalities
- LESSON 16: Unit Review Stations
- LESSON 17: Unit Test