SWBAT:
• Show what they know about number characteristics and order of operations.

What do students already know about number characteristics and the order of operations? What gaps do students have in their understanding? Students take the Unit 1 pretest in order to inform instruction.

5 minutes

Note:

- I will use students’ work to inform my instruction. For example, if the majority of students are able to plot points on the coordinate plane, I will not spend as much 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** 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 think about our class goal and what it means to persevere. I call on students to share out their ideas.

25 minutes

I explain that students will be taking the Unit 1 pretest today. It does not count for a grade. It is a way for me to learn what students know about the topics that I cover in Unit 1 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. For the fact fluency, I give students 30 seconds on the addition and subtraction facts (I cut out 20 of the problems and put the on a separate sheet) and 45 seconds for multiplication and division facts. 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 Problem Solving Packet.

If students do not finish the test, I set up a time (preferably today or the next day) for them to complete their work. I input students' data in the spreadsheet and use it to inform my instruction.

20 minutes

Note:

- Students started working on this Problem Solving Packet in the previous lesson
**(Mindset)**by looking at the strategies and guided practice. They will not finish the packet today. I have students work on this packet when we finish a lesson with extra time.

I call on a student to explain the procedure for changing seats to work with partners. I ensure students have the materials that they need. I introduce the ** the Group Work Rubric **and explain that it is a way for me to give feedback to students without interrupting. We quickly review what each number indicates. I do not give 4’s out easily. If students get a four they are going above and beyond to work and engage with their partner.

Students start to work on the problems with their partner. They are engaging in **MP1: Make sense of problems and persevere in solving them** and **MP4: Model with mathematics**. They can choose whichever problem they want to work on as a pair. Once they have an answer, they raise their hand to check in with me before moving on.

Students return to their seats and put their materials away.

5 minutes

For **Closure **I ask students, “Does anyone want to shout out someone for something great they did today?” I call on students who share out their shout out. I also give them a post-it and they write it down and put it up on my Shout Out board in my classroom. Students cannot shout out themselves and the shout out has be to something specific

I ask students to explain the dismissal procedure. If students struggle packing up, cleaning up, and lining up we practice it again.