I spend the class before a test reviewing. This can be a very useful day for students or a complete waste of time where nothing is accomplished. I have found that providing a VERY structured class helps students more than just saying: "Work on your study guide for class."
I try to switch activities at least every 15 minutes to keep it from getting stale. Below you will find two different layouts I use to review. The document/files attached are in relation to the first method described.
Example of a review day in class (The PowerPoint is in reference to this layout):
0:00-0:10 Take a 7 minute time trial and take 3 minutes for checking and questions (Kuta has some great resources)
0:10-0:17 Return recent quiz/homework and take 7 minutes to go over (loving my document camera for this!)
0:17-0:18 Stretch break (hope they enjoy the cartoon clips I found)
0:18-0:23 "I have..., who has..." vocabulary game. (See file attached below)
0:23-0:33 Take 10 minutes to go over questions from the study guide as a class (I set a timer to keep this to 10 minutes)
0:33-0:43 4 Corner Activity to go over a concept that students typically struggle with
0:43-0:55 Free study time (work with a partner, finish your study guide, ask Ms. Turbiville a question, etc...)
Another example of a review day in class:
0:00-0:10 Work on your study guide individually with no notes. Highlight problems that you are having trouble with. You may not ask Ms. Turbiville questions.
0:10-0:20 Work on your study guide individually with your notes/book. Make a strong attempt to answer the questions you highlighted. You may not ask Ms. Turbiville. (I want them to learn to relay on what they know so I do not allow students to ask me questions for the first 20 minutes) Solution keys will be posted on the board and they may refer to those.
0:20-0:35 You may work with a partner and ask Ms. Turbiville questions.
0:35-0:55 We go over questions as a class. At the end, I do allow students to take pictures of the solution key.
What an interesting concept. I have mentioned that I have used an article in class to introduce even, odd, or neither even or odd function and it turned out well. Just google "zero even odd hurricane sandy" and you will come across articles with comments made that show full on arguments if zero is even of odd. I find that students may have difficult distinguishing between the difference between zero and none. For example, with my Algebra I students we covered x-and y-intercepts and some found it difficult to write "none" instead of zero when identifying the y-intercept for an equation like x = 5.
Below are great videos that explore zero and one (another good topic) a little bit further. This, I admit, is a rambling post but love these resources! I am starting to use TED Talks in some of my classes. TED-Ed has fabulous lessons that I would recommend checking out.
Educator who loves math and working with students.