SWBAT:
• Show what they know about fractions.

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.

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.

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.

Previous Lesson