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. Here I want students to think about what they have learned throughout the unit. I have students share out with the class.
There are many ways to do stations. Today I Create Homogeneous Groups. I identify which stations groups need to focus on first. 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, MP2: Reason abstractly and quantitatively, and MP6: Attend to precision. Groups 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 completed station worksheets together.
I wanted students to have time to review their rate quizzes before the test. In order for students to have time to look over their rate quizzes in small groups, I gave students Part 1, Part 2, and Part 4 stations as homework in the previous lesson. I asked students to share questions about these problems. We quickly addressed these questions.
The to-do for each group during this time included: 1) review and correct rates quiz, 2) Part 3, and 3) Part 5. Since students were in homogeneous groups, they had similar scores on the quizzes. This allowed groups to spend as much or as little time correcting their quizzes as they needed. During this time, I sat with the group of students who really struggled on the quiz. We went through the problems and if someone in the group got it correct, he/she would share their strategy. If all the students got it wrong, we reviewed the information and what the problem was asking. Together we worked to find a strategy to solve the problem.
For Closure I show them the two rates. I explain that Hidden Sweets charges $0.50 per ounce of candy and Sugar Heaven charges $ n for each pound of candy. I ask students what they know about n if both stores have equivalent prices. Students participate in a Think Write Pair Share. I call on students to share out their ideas. I want students to remember that there are 16 ounces in one pound. If they forget that fact, I tell them. Therefore, Sugar Heaven must charge $8 per pound. Students are engaging in MP7: Look for and make use of structure.
Then I present a second situation. I tell students that Sugar Heaven’s price is 10% cheaper than Hidden Sweet’s prices. What must n equal if this is the case? Again students participate in a Think Write Pair Share. I call on students to share out their ideas. Some students may take the equivalent rate of $8 per pound and take 10% off. Other students may start with the cost of $0.50 per ounce and take 10% off and then find the price per pound.
Students pass in their completed station work. 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.