SWBAT show what they know about a number line and rational numbers.

Preparing for a test requires lots of practice and this review will help students show what they know about how to use a number line.

10 minutes

The students will be placing rational numbers on a number line. I will be placing random numbers on the line and they will need to figure out where the numbers go with only a couple of numbers identified. I chose this because the focus of this unit has been the number line and how to use it. This is a useful tool that will be used throughout their math education and on today’s lesson. This will be a good reminder that a number line is at their disposal with a simple tool like a pencil. **(SMP 1,2,4,5,6).** Students that are struggling to place the numbers on the number line, will be the students I focus on during our review.

Tools: Number line activity

60 minutes

This is a 20 question review that supports 6.NS.5, 6.NS.6, 6.NS.7, 6.NS.8. For each question, students will need to prove that their answer is correct by using the number line or a coordinate grid. These tools will be available for students to use or they can create their own. The questions I have chosen will help students review for their final assessment. They are aligned to our district assessment, but cover each of the above mentioned common core strands.

I chose Numbered Heads Together because I can easily walk and do an informal assessment of student learning. While students are working independently, I will be walking around making sure they are proving their answer (which means they are using a number line or a grid or giving an explanation). Assistance will be offered on the spot. Also, during the team time, I will walk around to listen to the discussions so I can make note of any unique explanations or clarifying thoughts. I will use this in our final discussion. After completion of each question, I will be going over the problem to ensure comprehension from all students.

This activity can also be used as an Around the room. Print out the slides (minus the answers) and place them around the room. I would be walking around the room talking to pairs of students as they are working out problems. This activity is not as controlled as NHT. Students will work at their own pace and some may finish well before others. It also does not allow the students to listen to a larger group discussion about the problems. Large group discussion can be done after all students have completed the problems.

Tools: NHT review power point

This activity supports the following practices:

**SMP 1: Students need to make sense of the problem**

**SMP2: Students need to know what the numbers mean.**

**SMP3: Students will be justifying their answers**

**SMP4: Students will be modeling their math on a number line.**

15 minutes

I will be using the information gained from the NHT together or the ATR to go over any areas of concern I discovered. I will also be discussing any strategies that were helpful that I see students use. When you get a good feel that the students are ready, you can hand out the study guide to further prepare them for their final assessment. They can start working on the study guide in class so if they have any questions, they can ask for assistance. I always like to have the students look through the whole study guide to see if there is anything they don’t understand before they leave my class.

Tools: Study guide