## Ticket to Go Strategy.mov - Section 3: Closure and Ticket to Go

*Ticket to Go Strategy.mov*

# Unit Review Stations

Lesson 14 of 16

## Objective: SWBAT: • Add, subtract, multiply and divide with decimals • Create equivalent fractions, decimals, and percents

*60 minutes*

#### Do Now

*5 min*

See my **Do Now** video 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 think about what they have learned throughout the unit. I have students share out with the class.

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#### Review Stations

*40 min*

There are many ways to do stations. Today I am going to have students choose where they would like to sit. I set out the copies of the stations throughout the room. I **Post A Key **for each station somewhere in the classroom. I review expectations for the day.

Students are engaging in **MP1: Make sense of problems and persevere in solving them **as well as **MP6: Attend to precision**. Students can move at their own pace, each time they complete a station, they check in with me. I quickly scan the work. If they are on track, I send them to check their answers at the key. If I see repeated mistakes I circle the problems and have them return to work on them. Once they have successfully completed a station, they check it off on their To Do List and move on to another station.

At the end of the work time, I hand around several staplers for students to staple their station worksheets together.

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#### Closure and Ticket to Go

*15 min*

For **Closure **I ask students to share their thinking about problem 15 on Part 6: Word Problems. What is going on in the problem? How did you decide what to do? How much did it cost for each student? Then I ask similar questions about problem 16. I want to see how students are working through word problems and determining how to solve them. Lastly, I ask them how to figure out #2 on Part 8: Percents. In this problem they know that 10% of an amount is $2.50 and they have to figure out the original amount. I ask students what they know and what they are trying to figure out. I want students to recognize that they can multiply 10% by 10 to get 100% of the money. I ask a student to use the percent ruler to show me what he/she is thinking.

With about 7-8 minutes left I pass out the **Ticket to Go. **I will use this data to **Create Homogeneous Groups **in the next lesson **(Unit 2 Closure)**. For **Homework**, I tell students that they need to complete the stations that they did not finish. If some students have not completed a large amount, I will give them an extra day or two to complete the work. These may be students who need extra help and I may work with them in a small group on these review stations during the next day’s lesson **(Unit 2 Closure).**

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##### Similar Lessons

Environment: Urban

###### Converting Fractions and Decimals

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*Resources(12)*

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: Pretest
- LESSON 2: Going to College
- LESSON 3: Adding and Subtracting Decimals
- LESSON 4: Multiplying with Decimals
- LESSON 5: Multiplying with Decimals Day 2
- LESSON 6: Dividing with Decimals
- LESSON 7: Dividing with Decimals Day 2
- LESSON 8: Dividing with Decimals Day 3
- LESSON 9: Mixed Operation Practice + Scholarships
- LESSON 10: Show what you know + Equivalency
- LESSON 11: Loans and Savings
- LESSON 12: Budgets
- LESSON 13: College Project Wrap Up
- LESSON 14: Unit Review Stations
- LESSON 15: Unit Closure
- LESSON 16: Unit Test