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# Pretest

Lesson 1 of 19

## Objective: SWBAT: • Show what they know about fractions.

## Big Idea: What do students already know about fractions? What gaps do students have in their understanding? Students take the fractions pretest in order to inform instruction.

*60 minutes*

#### Do Now

*10 min*

Notes:

- I will give this pretest
*before*I begin the unit on fractions. - I want to give myself enough time to review student work and adjust my plans. I will use students’ work to inform my instruction. For example, if the majority of students are able to create equivalent fractions to compare fractions, I will not spend class time on that skill. Also, I can use the information to identify students who require remediation and extension on particular topics.

See my **Do Now** video 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 already know about fractions. Some students may draw models or create example problems. Students participate in a **Think Write Pair Share. **I ask students to share out with the class.

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#### Fractions Pretest

*50 min*

I explain that students will be taking the fractions pretest today. It does not count for a grade. It is a way for me to learn what students know about fractions and what we need to work on. I explain that there will probably be problems on the pretest that students don’t know how to do, and that is okay. I want students to do their best and show and explain their thinking.

I review testing expectations and students move their desks apart. I pass out the test and students work quietly. Students are engaging in **MP1: Make sense of problems and persevere in solving them.**

When students finish, I ask them to check their work. Once they have done this they can choose to read quietly, work on other schoolwork, or work on the Unit 4 Vocabulary word search.

If students do not finish the test, I set up a time (preferably today or the next day) for them to complete their work.

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Thank you for sharing. I had not thought of this to use with fractions. The activity is similar to Trash Can activity for younger kids to make whole numbers.

| one year ago | Reply*Responding to Teresa Scott*

Hi Teresa. No, I don't provide an answer key. Is there a particular problem you have a question about?

| one year ago | Reply

Do you provide answers that you deem acceptable for the pre=test?

| 2 years ago | Reply*expand comments*

##### Similar Lessons

Environment: Urban

###### Fractions Review: Simplifying Fractions

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Environment: Urban

Environment: Urban

- UNIT 1: Intro to 6th Grade Math & Number Characteristics
- UNIT 2: The College Project - Working with Decimals
- UNIT 3: Integers and Rational Numbers
- UNIT 4: Fraction Operations
- UNIT 5: Proportional Reasoning: Ratios and Rates
- UNIT 6: Expressions, Equations, & Inequalities
- UNIT 7: Geometry
- UNIT 8: Geometry
- UNIT 9: Statistics
- UNIT 10: Review Unit

- LESSON 1: Pretest
- LESSON 2: Many Names for Fractions
- LESSON 3: What Fraction of the Section Does Each Person Own?
- LESSON 4: Which Fraction is Greater?
- LESSON 5: Adding and Subtracting Fractions Day 1
- LESSON 6: Adding and Subtracting Fractions Day 2
- LESSON 7: Looking for Patterns + Show What You Know
- LESSON 8: Representing Fraction Multiplication
- LESSON 9: Representing Fraction Multiplication Day 2
- LESSON 10: Mixed Number Multiplication
- LESSON 11: The Multiplying Game
- LESSON 12: Connecting Multiplication and Division
- LESSON 13: Dividing Whole Numbers by Fractions
- LESSON 14: Dividing Fractions by Fractions
- LESSON 15: Strategies for Dividing Fractions
- LESSON 16: Strategies for Dividing Fractions Day 2 + Show What You Know
- LESSON 17: Unit Review
- LESSON 18: Unit Closure
- LESSON 19: Unit Test