SWBAT demonstrate their understanding of content area vocabulary gained from the previous 3 days of the vocabulary mini unit by playing an upbeat game.

Letâs play a game to assess student understanding of key words that is needed for true understanding of expressions and equations.

A great way to administer an assessment is through games. Students will love the active engagement and will be motivated to show what they know. This game calls for students to work in teams to beat the clock, solve all problems accurately, and grapple through the problems utilizing their understanding gained from the last 4 days of practice. I always offer a prize for the winning team thus they will work hard and remain engaged even if they struggle. This games allows students to practice **MP 1,2,3,5 and 6.** This is a great summative assessment over your mini unit. It will prepare students for the types of problems they will face in the upcoming expression and equation unit. Make it fun! Keep the time limit to a minimum of 5 minutes. This will allow students to be actively engaged throughout each station. I have included 3 time cards as examples of questions that I ask to assess content area knowledge. Game instructions are also included. It would be helpful to read through the instructions of the game to put your own twist on the game. If you have more than 3 groups, you will want to create time cards for the extra number of groups you have in your class.

**You will need:**

Time cards (have enough time cards at each station for the number of groups in the class)

Large envelope or folder to place the time cards in at each station

Timer

Whistle

5 minutes

Split the students into equal groups and situate the groups at each station. Explain the rules of the game. Let the students know that you will monitor each group. Group participation is very important. Everyone must participate in order to earn credit for the assessment. I use this more of a tool to recognize which students are projected to do well over the upcoming unit, those who will seemingly need one on one service, and those who will need enrichment. I gauge student participation. If students are not participating I engage myself in the group and ask specific questions to the students who are not participating. Example questions would be “What do you think about this question?” “Show me how you would solve this?’ “Which operation do you think we are working with?”

30 minutes

The game is the student activity. Please see the resource of game instructions. Depending on how many groups you have will determine the true length of the game. If you have 5 groups, and allow 5 minutes for each time card, this will take approximately 25 minutes. You may find that 5 minutes is not enough time. If students are actively engaged and not able to get through the questions, bump up the time. This will be up to you and your classroom needs. As the students hand you the cards at each rotation, attempt to go through the responses right on the spot. This will allow you to announce a winner at the end of the class period at the end of the closing. If you are unable to do so because your groups need your attentive ear, please build up the suspense and let them know the winner will be announced the following morning.

10 minutes

During the closing go over each answer from each time card. Students should be left with a sense of knowing. Students like immediate feedback. If they are unable to know if they were the winning team, they will be able to self-assess when given the correct responses.