Reviewing Unit 1
Lesson 17 of 19
Objective: Students will be able to review the content of Unit 1 to prepare for an end-of-unit assessment.
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.
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.
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.
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?