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* *Reflection: Organizational Systems
Partitioning Rectangles Review and Assessment - Section 1: Entrance Ticket

Throughout the week, I keep notes about student mastery on various objectives. I use these notes to hold re-teach groups and to zero in on students who need extra help. During this lesson, I took notes about student mastery by giving an entrance ticket that served as a cumulative review. As students worked, I took notes. Then, while other students worked on their guided practice, I pulled students who I saw had misunderstandings and re-taught skills. This practice enables me to catch misunderstandings as quickly as possible and re-teach skills before students internalize a misconception.

I have attached a chart I use to easily track student mastery. At the beginning of the week, I write the main skills of the week on the columns. When I see students show mastery through independent work, I put a check next to their name. This visual provides me an easy way to make sure that I am meeting the needs of every student in my class.

*Organizational Systems: Taking notes to facilitate re-teaching*

# Partitioning Rectangles Review and Assessment

Lesson 6 of 8

## Objective: SWBAT equally divide squares and rectangles using columns and rows. SWBAT divide squares to create equal rectangles and triangles

*50 minutes*

#### Entrance Ticket

*10 min*

I start class by handing out an entrance ticket. I allow students to work on the entrance ticket for 5-6 minutes. As students work, I circulate to determine student understanding of equally dividing shapes and take notes about which students I need to meet with before we take the assessment later in this class period.

I then go over the entrance ticket, stopping to have students share their own thinking and answers.

If students struggle with a particular concept, I use this time to re-teach a skill.

#### Resources

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#### Guided Practice

*10 min*

*Now I am going to give you a chance to work with a partner on some problems.*

As students work, I meet with a small group who need help with a specific skill to re-teach the skill. I determine this group based on performance throughout the week and my notes from when I circulated during the entrance ticket. When I taught this lesson, I pulled one group of students to work on dividing rectangles using columns and rows. I also pulled a group who was having trouble understanding how to divide a square into equal shapes. I went over problems with the students and used the same construction paper squares I've used throughout this lesson sequence to discuss what equal sized shapes look like.

When finished, I bring everyone back together and go over the guided practice, allowing students to come to the board and share their responses.

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*Now you are going to show me what you know on our Friday quiz! Make sure that you are taking your time so that your work is accurate! *

During the assessment, I read aloud to students who require this accommodation.

#### Resources

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#### Closing

*10 min*

If time permits, we go over the the Friday Quiz to check for understanding. Going over the quiz also gives me a chance to give immediate feedback to students and to ask students who made errors to explain their thinking so that I can properly gauge their misunderstanding and provide timely clarification.

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##### Similar Lessons

###### More Than One Name for a Fraction

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Environment: Suburban

- LESSON 1: Partitioning Rectangles and Squares
- LESSON 2: How Many Brownies Do I Have? : Partitioning Rectangles into Columns and Rows
- LESSON 3: Partitioning squares to create triangles
- LESSON 4: Partitioning Squares to create rectangles
- LESSON 5: Equal Parts
- LESSON 6: Partitioning Rectangles Review and Assessment
- LESSON 7: Partitioning Circles
- LESSON 8: Introduction to Parts of a Whole