Pretest

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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.

Lesson Author

Andrea Palmer

Somerville, MA

Grade Level

Sixth grade

Subjects

Math

Fractions

Number Sense and Operations

Standards

5.NF.A.1

Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

5.NF.B.4

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

5.NF.B.7

Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

6.NS.A.1

Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? Compute fluently with multi-digit numbers and find common factors and multiples.

MP1

Make sense of problems and persevere in solving them.

MP2

Reason abstractly and quantitatively.

MP3

Construct viable arguments and critique the reasoning of others.

Do Now

10 minutes

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.

Fractions Pretest

50 minutes

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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6th Grade Math » Division with Fractions