Round Robin Review (Unit 1)

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Objective

SWBAT answer and discuss challenging "Standardized Test" type questions related to concepts covered in class..

Big Idea

Tackling questions in Round Robin fashion is a great way to review and practice for standardized exams.

Lesson Author

Mauricio Beltre

Windermere, FL

Grade Level

Eighth grade

Subjects

Math

Integers

Standards

7.NS.A.1d

Apply properties of operations as strategies to add and subtract rational numbers.

7.NS.A.2c

Apply properties of operations as strategies to multiply and divide rational numbers.

8.NS.A.1

Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.

8.NS.A.2

Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π<sup>2</sup>). For example, by truncating the decimal expansion of √2 (square root of 2), show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.

MP1

Make sense of problems and persevere in solving them.

MP3

Construct viable arguments and critique the reasoning of others.

Before the Lesson

This lesson can be given after completing Unit 1, Number Sense.

Before the lesson, I take a sheet of paper, divide it into 4 sections and I write a math question or problem (short answer or multiple choice) in each quadrant. (Question Sheet 1 U1.docx) The questions, clearly numbered 1 to 4, should target any of the topics covered in the unit. I like that a some questions be a bit more challenging than most of those seen in the unit.

Since we are going to do the Round Robin task more than once, I create 2 or more sheets similar to the first one, with other questions. Question Sheet 2.doc

I will be working with 5 groups (4 students per group), So I make sure I make 5 copies of each Question Sheet. I also gather sticky notes, enough for my 5 groups (5 sticky notes per group) and divide the whiteboard into 4 sections numbered 1, 2, 3, and 4)

The Activity

50 minutes

Grouping Students

I start the activity by dividing the class into groups of four (see reflection on grouping below) and name groups A, B, C, etc. I provide each group with a Question Sheet (Question Sheet 1 U1.docx). The sheet should be cut by one of the members into its 4 quadrants (each with one question) and the 4 slips distributed to each student in the group. I give students a set length of time, in my case 3 minutes, to answer each question. At first, students should answer questions independently, with no help from other group members.

When the 3 minutes are up, I ask group members to pass their slips clockwise to the next student. I give another 3 minutes for the next question....this continues until each student in the group has answered all 4 questions. Now I ask students to discuss answers in their groups (MP3), one question at a time. When the group has agreed on the answers to all 4 questions, they make their answers official by writing each answer on a separate sticky note and pasting it on the corresponding section (1,2,3, or 4) of the whiteboard. Example of what a sticky note should have written on it:

Question 1
Group A
Answer is (b) (or answer is xxxx)

See:Postit.jpg

When all groups have posted sticky-note answers to all four questions,(see Post its on Board.jpg) I check the answers in each section of the board and I assign each group grade (1 - 4).

Once I do that, I go over wrong answers with the whole class and ask the group if they understand the mistake they made. I also discuss any other question a student may have, even if their group answered correctly, before passing around the second Question Sheet (Question Sheet 2.doc) with four more questions.