The warm-up prompt for the lesson asks students to think of the homework problems that gave them trouble. Each team must agree on ONE problem, which the team scribe will write on the board. I display the prompt using the slide show for the lesson. The lesson opener follows our Team Warm-up routine.
Following the warm-up, I display the lesson agenda and learning targets. Today we will review Homework Set 2, and students will complete thier learning portfolios for the unit.
Today, we will conduct homework review as a team activity, using the Team Review variation of our Homework Review routine. I display the instructions and get the class started. Many of the problems in this homework set are constructions, so students' solutions are not expected to be exactly like the model solutions. This is a great opportunity to have a discussion about what can vary in the construction of a figure and which properties are constant. I emphasize that students must leave construction marks (lines and arcs), so that I can see that they performed the construction correctly. (MP6)
When we finish checking the work and answering questions, I explain how students are to complete their their Unit Learning Portfolios. For the second time in this unit, students will use homework to assess their own progress toward unit learning goals.
Students turned in their portfolio problems for me to review a week ago, and I returned them with comments during the week. Students should have refined their solutions and are now turning both Portfolio Problem 1 - Where Is My Package? and Portfolio Problem 2 - Placing a Call for a grade. The goal is for students to gain experience with problem-solving as a process. (MP1)
Completed unit portfolios will be collected following the unit quiz. This gives students a chance to assemble their notes, homework, and pre-tests to use when studying.
I plan time in this lesson for students to get Extra Practice. Ideally, students will identify the areas they want to work on themselves, but I generally know which skills the class needs extra time on.
I make a few extra copies of the practice activities from earlier lessons and have them on hand. Alternately, students can make up problems for each other. For example, students can construct line segments and ask their partners to construct a triangle using the segments for the sides. (This can lead to some interesting discoveries about what combinations of side lengths create a viable triangle.)
Students may also use this time to work together to correct thier Unit Pre-Tests. They are responsible for turning in a near-perfect product as part of their learning portfolios.
For homework, students will assemble their unit learning portfolios, which will be collected following the unit quiz. I encourage students to study. Of course, putting together their notes, homework problems, and pre-test helps them get organized.