SWBAT:
â¢ Show what they know on the unit 4 test.

What have students learned during this unit? What gaps do students have in their understanding? Students take the Unit 4 test.

10 minutes

See my **Do Now** in my Strategy folder 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 analyze another person’s work. In this example the person creates an accurate model, but then makes a careless mistake counting what is leftover. I want students to be able to identify this mistake and show with their own work that the answer cannot be correct. Students are engaging with **MP3: Construct viable arguments and critique the reasoning of others.**

I ask students to share what this person did well. Then I ask students to share out any mistakes this person made. What could this person do to avoid making these mistakes in the future? Students may suggest checking their work (adding 1 ½ and 5/8 to see if you get 2 ¼) or solving the problem using another strategy to confirm the answer.

50 minutes

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, MP2: Reason abstractly and quantitatively, MP4: Model with mathematics, **as well as **MP6: Attend to precision**.

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 Adding and Subtracting Fractions Crossword.

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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