I start the lesson with a problem of the day to help students review skills and concepts from prior lessons and develop their ability to problem solve. I call the students up to the carpet. The students find their spots while saying this chant with me.
Criss cross, applesauce, hands in your lap, eyes on the teacher, you've got to show me that.
I project the Problem of the Day on the SMART Board and say to students, "Look at these objects. Sort them into two groups." I ask students for idea of how we can sort the objects. If it is not mentioned, I remind students to think about how we sorted yesterday (floating/sinking). I ask students, "Which group has more?" The ones that float. "What can we say about the group that sinks?" It has less.
I tell students, "Today you will be showing me what you have learned about sorting and comparing objects."
After the Problem of the Day, I prepare the students to take the test. I say, "Today we are going to take our first math test. This is how I know how much you learned about sorting and finding groups that have more or less."
I have the students turn and face the back of the room, towards the small group table. I hold up the dividers that I will be using to separate the students during the test. I say, "I will be calling a few of you up at a time to take the test. You will come sit at my table just like you do during small group time, but these dividers will be between you and your friends. You need to keep your eyes on your own paper. That way I will see what you know on your paper and what your friends know on their papers."
I set up the dividers so the students can see how the table is going to look. I then walk back to the front of the room by the students to tell them what they will be doing. "While I am calling people back to take the test, you will be working on your center activity. This will be almost like a regular day of centers, but we need to remember to be extra quiet so that our friends can pay attention and do their very best on the their tests!"