Reviewing Unit 1
Objective
Big Idea
Warm Up
For today’s Warm Up, the students will complete a Turning Point Check-Up to assess their retention of material in Unit 1. The Unit 1 Check-Up contains five 5 questions. The question statements are below.
- A model plan is 100 times smaller than an actual plane. The length of the model is 4.8 inches. What is the actual length of the plane?
- Malabar Middle School is raising money for a local charity. Their goal is to raise $500 by their holiday break. If they have 10 days before their break, what is a reasonable amount that they should collect each day to reach their goal?
- Marlene purchased 20 stamps at the post office for $8.40. What is the cost of one stamp?
- The area of Trina’s bedroom is 96.9 square feet. If the width of her bedroom is 9.5 feet, what is the length of her bedroom? Use A=lw
- Justin was estimating the area of a square sticky note with a side edge length of 7.6 cm. Which would be a reasonable estimate of the area of the note? Use A=lw
I present the questions to students using the Check-Up PowerPoint, providing multiple choice answers to prepare for tomorrow's test. In the presentation the answers appear using the animations capability, so that students get immediate feedback.
Reviewing the Check-up
To keep students focused on preparing for tomorrow's assessment, we will review the Unit 1 Check-Up before moving on. As we review the answers, I will model how to make note of mistakes. Of course, I will also address any misconceptions.
During the remainder of today's lesson students will complete review tasks at stations. Each station will cover a single standard. I want my students to follow the process covered in reviewing the Check-up to make note of concepts and skills that require further study.
Introducing the Stations Protocol
In this lesson students will rotate through stations to review for the assessment. Since this is our first review day, I will talk with my students about how they should conduct themselves when working in stations. I provide rules and expectations for overall behavior. Then, I provide directions for each station.
With respect to organizing the activity, I organize the station work as follows:
- Students are grouped based upon achievement levels as well as social indicators.
- For today's work I will be grouping homogeneously.
- At each station students will be assigned roles to ensure that the work gets completed in a timely and productive manner.
- Facilitator – Ensures that the group stays on task and delegates work.
- Time Keeper – Ensures that the work is getting done in a timely manner. This students will let students know how much time they have left to work at regular intervals.
- Materials Manager – Makes sure that the group has everything that they need in order to complete the assignments.
- Creative Director – Ensures that the assignment is completed in a neat, orderly, and creative way.
Some groups will include a teacher or instructional aide to make sure that all students have the opportunity to review productively.
Station Activities
Students will have the opportunity to complete the following activities during this lesson:
- What can you do with Number?
- Taxes, Coupons and Sales
- These Expressions were created equal
- Solving problems with fractions
Each task is designed to be engaging and fun, but to focus student attention on a skill that will be assessed during tomorrow's Unit 1 test. As students work I will make myself available to help students successfully complete the task at each station.
Closing Summary
To bring the station work to a close, I will call up select students to to document camera to present their work on each of the problems presented at the stations. If the lesson went smoothly, I will allow groups to nominate students to share their work. I will ask students to explain their solutions step by step and answer questions that I or a fellow student may have. I will point out or re-state ideas that are particularly important as we bring this unit to a close.
Before leaving for the day, I want to gauge my students' confidence prior to tomorrow's assessment. In order to do this informally, I will ask my students to respond to the following prompt as a Ticket Out The Door:
Are you ready for tomorrow’s test? Why or Why not?
