##
* *Reflection: Data Analysis
Review & Assessment 6.NS.A.1 and 6.NS.B.4 - Section 3: Closure + Assessment

Knowing that this is the first year of implementing common core, I knew the quiz would be difficult as it is a lot of application and my students are still getting used to it. So, when I analyzed the results, I looked for questions that were difficult for the majority of the kids. I did not have any students get a 100%, but I did have some get A's! This is an improvement.

Questions 1 and 2: Most students used the ladder and were able to find the greatest common factor and the amount of each item. Students that got this wrong, forgot to answer whole the question.

Question 3: I read this problem to the students because there was room for error in the interpretation. I explained that the people standing in line would be counted off. Person 1, Person 2, Person 3, etc. I explained that people that were standing in line that were a multiple of 2 would win a price. I said "is person 1 and multiple of 2?" "is person 2? That was the only hint I have them. I know it was too much, but I wanted to make sure they understood how this worked.

Question 4: Most students got this incorrect. They wanted to find the GCF or they used the ladder to find the LCM and in this case, wouldn't work. Well, it works, but they don't know how it works.

Question 5: The problem they could have figured out mathematically even if they knew little about the distributive property. Uggg! I took most explanations if they were reasonable. This problem counted for 10 points so I went a little easy on them.

The division problems went well, except for #7.

Question 10 asked them to write their own word problem using 1 3/4 divided by 1/2. I will be reteaching the concept of dividing by a half. Most problems were something like this: I have 1 3/4 candy bar and I want to split it in half. I felt that they understood that the divisor was asking the "how many" question so it should have gone something like this: How many 1/2 inch pieces of candy can I give out if my candy bar is 1 3/4 inches long?

# Review & Assessment 6.NS.A.1 and 6.NS.B.4

Lesson 16 of 26

## Objective: SWBAT show what they know by reviewing and taking an assessment

#### DO NOW

*10 min*

I’m going to be introducing the vocabulary word reciprocal. This word is used when dividing fractions and I want them to have some exposure to the work even if they don’t develop the rule. When students finish working on this sheet, have them explore and share solutions with a partner **(HUSUPU) (SMP 3)**

#### Resources

*expand content*

#### NHT - review

*30 min*

Numbered Heads Together Power point, white boards, markers, extra paper.

This activity supports mathematical Practices:

**SMP 1**: Making sense of problems

**SMP2**: Figuring out what the numbers mean

**SMP3**: Justifying answers with their tablemates

**SMP6**: Speaking mathematically

Students will be reviewing GCF,LCM, distributive property and dividing fraction. Each problem is similar to the quiz that they will be taking at the end of this review. I did it this way because I can answer and assess any last minute issues and do an on the spot re-teach and discussion.

There 7 questions. Some questions require more than one response, so if students want to do the work on an extra piece of per they can and then just put the solution on the white board

Question 1: Finding GCF. Students should use a visual to support their answer.

Answer: 16 portions with 3 bags of nuts and 2 bags of cranberries.

Question 2: Finding GCF.

In this problem, students will need to convert 4 dozen to 48 before they can find a solution. Encourage students to use the ladder method to find the GCF and how many of each will be needed.

Answer: 6 bags with 8 oatmeal cookies and 5 chocolate chip.

Question 3: LCM. Students will be finding the LCM of this problem. If students struggle understanding what they are to be finding, GCF or LCM, remind them that GCF finds a factor whereas LCM finds a multiple.

Answer: They will meet after 12 laps.

Question 4: Students will be using the GCF and the distributive property to solve.

12(6 + 1). Remember that when re-writing, the numbers in the parenthesis cannot have a common factor.

When students finish this problem, ask them what they 12 stands for?

Question 5: Same as 4.

Answer: 9(5 + 2) Ask the students what each number represents?

Question 6: Dividing with fractions. Students may struggle with the set up. Remind them they can use common denominators to find the solution and visuals are always a good idea. Additionally, have them ask themselves “how many _______ fit into _____. This will help set up the number sentence.

Question 7: Looking for the rule **(SMP 7)**

Students will be completing several problems. The directions as them to make a table and I would suggest that to. For this problem, I want the students to be thinking about what is happening in each problem. I will be encouraging them to be looking at patterns and thinking about reciprocals. Some students will be ready for this and some will not. I will be interested to hear the discussion on this problem. Students can create the table on a separate sheet of paper and just write the solutions on the white board. Encourage students to create a visual if they are struggling with finding the rule.

Rule: multiply by the reciprocal

*expand content*

#### Closure + Assessment

*45 min*

6.NS.A.1 and 6.NS.B.4 assessment

We will end this day by taking an assessment. I use this information to find out who is still having difficulty and to assess what strategies they use to solve each problem.

#### Resources

*expand content*

I'm taking several of your strategies! Thank you so much. I love the color coded idea and team time where they have to prove the answer. Thanks again Pam

| 2 years ago | Reply##### Similar Lessons

Environment: Urban

Environment: Urban

###### Fractions Review: Simplifying Fractions

*Favorites(10)*

*Resources(12)*

Environment: Urban

- LESSON 1: Divisibility Rules
- LESSON 2: Finding the Greatest Common Factor
- LESSON 3: Distributive Property
- LESSON 4: What's really going on with division?
- LESSON 5: Division of multi-digit numbers
- LESSON 6: Checking your quotient
- LESSON 7: Finding the Least Common Multiple (LCM)
- LESSON 8: LCM stations activity
- LESSON 9: Finding Equivalent Fractions
- LESSON 10: Benchmark Fractions and more
- LESSON 11: Adding and Subtracting with Fractions
- LESSON 12: Multiplying with Fractions
- LESSON 13: Dividing Fractions
- LESSON 14: Dividing Fractions - Stations
- LESSON 15: Dividing Fractions within word problems
- LESSON 16: Review & Assessment 6.NS.A.1 and 6.NS.B.4
- LESSON 17: Dealing with Decimal Models
- LESSON 18: Reading and Writing with decimals
- LESSON 19: Dewey Decimal system for ordering decimals
- LESSON 20: Adding and Subtracting with decimals
- LESSON 21: Multiplying Decimals by Whole Numbers
- LESSON 22: Multiplying Decimals by Decimals
- LESSON 23: Dividing Decimals by Whole Numbers
- LESSON 24: Dividing Decimals by Decimals
- LESSON 25: Prepping for the Exam!
- LESSON 26: Final Assessment 6.NS.1, 6.NS.2, 6.NS.3, 6.NS.4