SWBAT:
â¢ Create an expression, equation, or inequality to model a given situation.
â¢ Solve one step and two step equations and inequalities.
â¢ Use tables and graphs to represent equations and inequalities.

What is going on in the problem? What are you trying to figure out? How can you use variables to represent what is going on? Students apply the skills they have learned throughout Unit 6 to complex tasks.

8 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. Today I want students to reflect on what they have learned during our algebra unit. I call on a student to share one reflection. That student then calls on the next student to share his/her idea. I encourage students to build on what their classmates have said by using sentence starters like, “I agree/disagree with __________ because…” and “My idea connects with ____________’s idea…” Students are engaging in **MP3: Construct viable arguments and critique the reasoning of others.**

32 minutes

**Notes:**

- Before this lesson, I use students’ work from the previous lesson to
**Create Homogeneous Groups.**Students work in groups of 3-4. - I determine what are the most pressing needs for each of these groups. If there is a small group that is struggling with equations and inequalities across the board, I will meet with them to work with whiteboards. Groups who still need practice with representing a situation with an equation will start on the School Play Task and move on to the Fishing Adventures task. Groups who are doing well will start with the Fishing Adventures Task and move onto the Variable Dilemma task. It may save time to fill out the group to do lists before class.

I tell students their groups and their assignments. I have students move to their groups and I have a volunteer pass out materials and a **Group Work Rubric **for each group**. **Students are engaging in **MP1: Make sense of problems and persevere in solving them, MP2: Reason abstractly and quantitatively, MP4: Model with mathematics, MP6: Attend to precision,** and **MP7: Look for and make use of structure.**

If I have a small group that is working with me I walk around every few minutes to monitor student progress and behavior.

10 minutes

For **Closure **I ask students to share out specific things that the class did well during work time and specific things that they can improve on for the next time we do an activity like this. I stress that these are reflections about the class as a whole, rather than reflections about individual students.

I ask if there are specific questions that students want to ask/talk about. Students come up to explain their ideas and show their work under the document camera. Students are engaging in **MP3: Construct viable arguments and critique the reasoning of others.**

Instead of giving a ticket to go, I collect students’ tasks to evaluate them.