## Group Work Rubric.docx - Section 2: Unit Review Expectations

# Unit Review

Lesson 15 of 16

## Objective: SWBAT: • Use their knowledge of multiples and factors to solve problems. • Simplify an expression using the order of operations. • Write and evaluate numerical expressions from area diagrams.

## Big Idea: What have students learned over the course of Unit 1? Students apply their knowledge of multiples, factors, order of operations, and equivalent expressions to review for the unit test.

*60 minutes*

#### Do Now

*7 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. 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.

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#### Unit Review Expectations

*5 min*

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.

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#### Group Work Time

*33 min*

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:

- How often did someone receive a free cookie?
- How often did someone receive a free muffin?
- If you were the 8
^{th}person in the bakery, would you get anything free? Why or why not? - If you were the 10
^{th}person in the bakery, would you get anything free? Why or why not? - If you were the 18
^{th}person in the bakery, would you get anything free? Why or why not? - How can you figure out if the 30
^{th}person will get anything? - Is that the most efficient way?
- What did Sebastian receive?
- What number could Sebastian be? Why?
- What do we know about Gabriel?
- How often were cookies given away? How many free cookies did the bakery give away that day?
- I may also give students a 100 chart as an added support.

If students need an extra challenge with the Bakery ORQ, I may ask them:

- Could Sebastian have been the 24
^{th}customer to enter the bakery? Why or why not? - How many free muffins did they give away that day? How do you know?

If students are struggling with the Expressions and Area Diagrams problems, I may intervene in one or more of the following ways:

- Have them look at the area model cards from
**Equivalent Numerical Expressions Day 1 and 2** - Ask them how you find area of rectangles and squares. Then connect this to what is being multiplied in the expression.
- Draw an example of an area diagram that is partially correct and have them critique it and revise it.

If students need an extra challenge with the Expressions and Area Diagrams problems they can work on the Challenge problems that involve fractions.

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#### Closure

*15 min*

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**.

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##### Similar Lessons

Environment: Urban

Environment: Urban

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: Welcome to 6th Grade Math
- LESSON 2: R-E-S-P-E-C-T
- LESSON 3: Tiles and Toothpicks
- LESSON 4: Mindset
- LESSON 5: Pretest
- LESSON 6: Brownies & Factors
- LESSON 7: Multiples, LCM, and GCF
- LESSON 8: GCF and LCM Word Problems
- LESSON 9: Show What You Know: Factors and Multiples + Introduction to Exponents
- LESSON 10: Why do we need an Order of Operations?
- LESSON 11: Order of Operations
- LESSON 12: True/False Equations: Working with the Order of Operations + Show what you know
- LESSON 13: Equivalent Numerical Expressions, Day 1 of 2
- LESSON 14: Equivalent Numerical Expressions, Day 2 of 2
- LESSON 15: Unit Review
- LESSON 16: Unit Test