# Unit Review Stations

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## Objective

SWBAT: • Compare and order rational numbers • Find the absolute value of rational numbers • Identify and plot points on the coordinate plane • Calculate length of a vertical or horizontal line • Add and subtract integers using a number line or integer counters • Write and graph an inequality to represent a given situation.

#### Big Idea

A line connects point (a, b) with point (c, d). What do you know? Students review for the Unit 3 test by completing stations.

## Do Now

5 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.  Here I want students to think about what they have learned throughout the unit.  I have students share out with the class.

## Review Stations

40 minutes

Notes:

• Before this lesson I use quiz data and ticket to go data from Inequalities to identify students who are still struggling with Unit 3 material.  I will have these students work in a small group.
• I will start off working together with these students to focus on topics in the review that they need help on.  I may omit some problems for these students so that they can focus on quality, instead of quantity.

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, MP2: Reason abstractly and quantitatively, and MP4: Model with mathematics.  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.

If students successfully complete the stations they can choose to play one of the Extra Games with a partner or group.

## Closure

15 minutes

For Closure I show them the coordinate plane with the line connecting (a, b) with (c, d).  I ask students what they know from the picture.  Students participate in a Think Write Pair ShareI call on students to share out their ideas.  Some students may share that (c, d) is the in first quadrant so both c and d must be positive.  Or (a, b) is in the second quadrant so a must be positive and b must be negative.  Other students may share that the line is horizontal, so that means that b and d must be equal.  If students don’t bring it up, I ask, “How could we figure out the length of this line?”  I want students to realize that if they took ||a| and added it to |c| they would get the length of the line.  We have to use absolute value because distance is always positive.  Students are engaging in MP7: Look for and make use of structure.

I pass out the Ticket to Go.  For Homework, I give the students the Unit 3 Review Packet.  Students had a long weekend before the test, so I wanted to make sure that they reviewed over the weekend to keep the skills fresh in their minds.