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. Here, I want students to review the vocabulary that they have been exposed to throughout the unit. If students struggle to answer these questions I encourage them to look back into their notes.
I ask for students to share their definitions and examples with the class. I will record their answers on the board, or on chart paper, so that they will stay posted throughout the class.
The purpose of this day is for students to apply what they have learned and at the same time prepare for the unit test. I use the data from my quizzes to Create Homogeneous Groups.
I go over expectations with students. Students move into groups and I have a volunteer pass out the Group Work Rubric to each group.
As students work I walk around to monitor student progress and give feedback on behavior and effort. I am observing what strategies students are using, what common mistakes or questions students have, and how they are working as a group. What I observe during this time will inform what I ask during closure. Students are engaging with MP1: Make sense of problems and persevere in solving them.
If students are struggling with the Bakery ORQ, I may ask them some of these questions:
If students need an extra challenge with the Bakery ORQ, I may ask them:
If students are struggling with the Expressions and Area Diagrams problems, I may intervene in one or more of the following ways:
If students need an extra challenge with the Expressions and Area Diagrams problems they can work on the Challenge problems that involve fractions.
I begin the Closure by asking students to turn to their work on the Bakery ORQ. I ask students to share how they identified the number of Gabriel and Sebastian. What did you notice? What was an efficient way to solve these problems. Then I ask students to share their thinking about part d. What is the question asking? What do you know? I have 1-2 students show and explain their work under the document camera.
We move on to talking about the Expressions and Area Diagrams. I ask a student to share his/her diagram for problem 2. I have students Think Write Pair Share to come up with an expression that is equivalent to 2(5 +6). I want student to recognize that if they use the distributive property they can create 2 x 5 + 2 x 6. Some students may come up with other expressions and I ask the class to determine if they agree or disagree and why (MP3).
Instead of giving a ticket to go, today I collect their work so that I can look it over. I pass out the HW Unit 1 Review.