## Warm up Rubric - Section 1: Warm up

# Modeling Expressions and Equations Review Day 2

Lesson 14 of 15

## Objective: Students will be able to interpret expressions and solve equations and inequalities in a context.

*45 minutes*

#### Warm up

*5 min*

I include **Warm ups **with a **Rubric **as part of my daily routine. My goal is to allow students to work on **Math Practice 3 **each day. Grouping students into homogeneous pairs provides an opportunity for appropriately differentiated math conversations. The Video Narrative specifically explains this lesson’s Warm Up- Modeling Expressions and Equations Review Day 2, which asks students to model a linear situation.

I also use this time to correct and record the previous day's Homework.

*expand content*

#### Review Activity

*35 min*

This is a continuation of the Day 1 review lesson, Pass the Paper activity. Each page has two review problems. Each student will need one piece of paper. In pairs (my students are already grouped into homogeneous pairs), the will solve the problems together. If there is only one step, they will complete that step on the paper in front of them and then pass it to their partner to be checked. If there is more than one step, they will do one step of the problem and then pass it to their partner. Their partner will check the first step and then do the next step. They will continue to pass the papers back and forth until the problems are completed. The very nature of this activity has students engaging in **Math Practice 3 **as they must have some dialog around each problem.

The teacher will then pick two people from a random group to put the problems onto the board and then explain them to the class. A good strategy here would be to have a roster and mark off students as they present on the board. This will make sure that all students have the opportunity to participate. At the end of the review, the papers will be stapled together and turned in for a grade. I have included one set of problems per problem type. Additional problems could be presented if it seems evident that the students need more practice on a specific type of problem.

*expand content*

#### Exit Ticket

*5 min*

For an exit ticket, I ask the students to list those concepts they will be practicing in preparation for the test.

*expand content*

##### Similar Lessons

###### The Cell Phone Problem, Day 1

*Favorites(11)*

*Resources(20)*

Environment: Suburban

###### Inequalities: The Next Generation

*Favorites(4)*

*Resources(19)*

Environment: Suburban

###### Graphing Linear Functions in Standard Form (Day 1 of 2)

*Favorites(49)*

*Resources(16)*

Environment: Urban

- UNIT 1: Modeling with Expressions and Equations
- UNIT 2: Modeling with Functions
- UNIT 3: Polynomials
- UNIT 4: Complex Numbers and Quadratic Equations
- UNIT 5: Radical Functions and Equations
- UNIT 6: Polynomial Functions
- UNIT 7: Rational Functions
- UNIT 8: Exponential and Logarithmic Functions
- UNIT 9: Trigonometric Functions
- UNIT 10: Modeling Data with Statistics and Probability
- UNIT 11: Semester 1 Review
- UNIT 12: Semester 2 Review

- LESSON 1: Turn Your Words Into Money
- LESSON 2: Crossing the Snake River
- LESSON 3: Interpreting Algebraic Expressions Day 1
- LESSON 4: Interpreting Algebraic Expressions Day 2
- LESSON 5: Mind Reading with Algebra
- LESSON 6: Selling Cake Pops Day 1 of 5
- LESSON 7: Selling Cake Pops Day 2 of 5
- LESSON 8: Selling Cake Pops Day 3 of 5
- LESSON 9: Selling Cake Pops Day 4 of 5
- LESSON 10: Selling Cake Pops Day 5 of 5
- LESSON 11: Representing Inequalities
- LESSON 12: Modeling Compound Inequalities
- LESSON 13: Modeling Expressions and Equations Review Day 1
- LESSON 14: Modeling Expressions and Equations Review Day 2
- LESSON 15: Modeling Expressions and Equations Test