SWBAT:
• Show what they know about decimal operations and equivalency between fractions, decimals, and percents.

What do students already know about decimal operations and equivalency between fractions, decimals, and percents? What gaps do students have in their understanding? Students take the Unit 2 pretest in order to inform instruction.

7 minutes

Notes:

- I will give this pretest
*before*I begin the Unit 2. - 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 add decimals, 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** 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 positive numbers, negative numbers, and the coordinate plane. 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.

30 minutes

I explain that students will be taking the Unit 2 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 2 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 Cross Number Decimal Puzzles.

If students do not finish the test, I set up a time (preferably today or the next day) for them to complete their work.

23 minutes

Note:

- Students will need 2 dice and a calculator to play the Exponent Game.

I review the rules for the Factor Game and the Exponents Game. I allow students to choose their own partner and which game they want to play. As students play, I walk around and monitor student progress. If students finish a round of one game they can return the materials and get the new materials.

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