SWBAT:
â¢ Show what they know on the unit 3 test.

What have students learned during this unit? What gaps do students have in their understanding? Students take the Unit 3 test.

10 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. Here I want students to apply what they have learned during unit 3 to answer questions involving variables. Students are engaging in **MP7: Look for and make use of structure** and **MP8: Look for and express regularity in repeated reasoning**.

I ask students to share what they know about each variable. I ask each student to explain *how *he/she knows this. Students may share that “e” can be 1 ½ or -1 ½. Other students may share that “g” must be -2, because (-2) + 3 = 1. Students may share that since “b” is greater than “c”, it should appear to the *right* of “c” on the number line. Since “d” is greater than “c”, but less than “b”, “d” should fall somewhere between “c” and “d” on the number line.

50 minutes

I review testing expectations and students move their desks apart. I pass out the test and students work quietly. Students are engaging in **MP1: Make sense of problems and persevere in solving them **as well as **MP6: Attend to precision**.

When students finish, I ask them to check their work. Once they have done this they can choose to read quietly, work on other schoolwork, or work on the Unit 3 Vocabulary word search.

If students do not finish the test, I set up a time (preferably today or the next day) for them to complete their work.

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