Students will be able to show what they know about quadratic functions and radical functions and equations.

Students create a personal study plan as they review quadratic functions and radical functions and equations.

10 minutes

I include **Warm ups** with a **Rubric** as part of my daily routine. My goal is to allow students to work on **Math Practice 3** each day. Grouping students into homogeneous pairs provides an opportunity for appropriately differentiated math conversations. Today’s Warm Up- Radical Equations Review asks students to describe the steps to solving a radical equation using two separate methods.

I also use this time to correct and record the previous day's Homework.

40 minutes

This assignment is a common style of review that I use for all of my units. For more information, please check out this document.

I am only spending one day reviewing for this unit. Therefore, we will be working on the Practice Test as a class. I begin by having them look at each problem and fill out the portion of the diagram which asks them whether they “Know it” or “Feel Unsure”. This will give the students a framework as we get into the lesson. I then have the students work on personal white boards as we go through the problems which gives me a lot of instantaneous feedback on weak areas that need further practice. The PowerPoint contains the same problems as the practice test.

As we go through problems, the students fill in the remainder of the chart on the practice test. This will let them know which concepts need to be studied. Since we are doing the problems on white boards, I do ask the students record in their notes the steps of any problems that they were unsure on so they can refer back to them later.

2 minutes

For today’s Exit Ticket, I ask the students to look over their practice test and list the concepts that they will be studying. This gives me a snapshot of student weak points as well as ensures that they consciously acknowledge their study needs.