SWBAT apply the properties of lines, circles, and bisectors in modeling situations and perform geometric constructions. Students will understand what it means to model with geometry and how geometric constructions are related to geometric objects.

Students show what they have learned: from vocabulary and basic skills to an application in an unfamiliar context.

7 minutes

Today's Warm-up Prompt asks students to agree on the most pressing question they want to ask before they take the unit quiz. I expect my students to study for quizzes (although many have never studied for a math test in their lives). If they have done as I have asked, it is reasonable to think that they might have come across a question they could not answer themselves. This warm-up gives them a chance to ask, requires them to prioritize with their teammates...and ensures that all students get the benefit. I do my best to answer all team questions in the time allotted--about 7 minutes. Of course, my explanations have to be brief, but if a student has taken themselves part of the way, this can often clear up last-minute confusion.

Of course, the other purpose of the warm-up is to help students focus on the task at hand. It is fun (not really) to watch the expressions of students who walk in and say, "We're having a quiz today?!"

The lesson opener follows our Team Warm-up routine.

**Goal-Setting**

Following the warm-up, I display the Lesson Agenda and Learning Targets using the slideshow for today's lesson.

40 minutes

I display the Unit Quiz Instructions as I pass out Part I of the unit quiz. My routine for giving tests and quizzes is covered in the Giving Tests and Quizzes video from my Strategies folder.

As students finish Part I of the quiz (Version A or Version B) and turn it in, I bring them Part II (Unit Part 2 Version A or Part 2 Version B.

4 minutes

**Individual Size-Up**

The lesson close follows our Individual Size-Up Routine. The prompt asks students tell how they feel about the unit quiz. It is always interesting to read what students wrote, and I sometimes find their honest feelings to be useful in identifying those who are struggling (yet have managed to hide it from me).

**Homework**

I assign homework problems #3-5 from Homework Set 1 for the next unit. (Problems #1 and #2 are the portfolio problems for the unit.) Following the unit quiz--and before new material has been covered in the next unit--is when I try to assign problems for review. In this case, the problems preview topics from the next unit...but they are not too demanding. Students should continue to do their homework, but they have earned a break.

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