What Have We Learned? (Graphing and Measurement)

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Students will be able to show their knowledge of graphing and measurement.

Big Idea

After completing a unit on graphing and measurement, a summative assessment is given to gain information about what the students have learned! Assessing in small groups helps students focus and do their best on the assessment!

Problem of the Day

5 minutes

I start each math lesson with a Problem of the Day.  I use the procedures outlined here on Problem of the Day Procedures.

Today's Problem of the Day:

Look at these caterpillars. Compare their lengths.

For this Problem of the Day, I include two pictures of caterpillars.  The caterpillars are movable. 

I have one student answer this question, and explain his or her thinking.  If the student does not do it, I encourage the student to move the caterpilars to ensure that he or she has enough information to compare the length of the two caterpillars.  I am looking for the student to line up the caterpillars on the left side so that the difference in length is easily seen.  I am also looking for students to use the words longer and shorter as the comparison of length is explained.

Preparing Students for the Test

5 minutes

After the Problem of the Day, I prepare the students to take the Test.  "Today we are going to take another math test.  This is how I know how much you learned about graphing and measurement."

I quickly go over the rules and procedures for taking a math test.  Most of the students have done this several times now, so I do not take too much time on this.  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 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!"

Taking the Test and Centers

40 minutes

I call one student up to get the center for the table. 

This week's centers are:


I quickly circulate to make sure students are engaged and do not have any questions about how to complete the centers.  I call several students back at a time to take the test.  Between groups, I check in with the students doing centers and remind them to stay quiet while they work. 

After about 20 minutes, I count down from 5 and have the students freeze.  I have them put their materials back in the center tray, but keep it on their table.  I switch the centers so that each table gets a new center to complete.  I quickly circulate again to make sure that students do not have any questions about their new center.  I then continue with the tests. 

Prior to clean up, I check in with each table to see how the centers are going.  I turn on Tidy Up by Dr. Jean.  Students clean up and return to their seats.  I continue centers and testing until the very end of our math time to get in as many tests as possible.

To take the test, I have the students come back to my small group table where I have test partitions already in place.  I call students back in groups of 4 students. I try to pull groups that are at similar abilities levels and work at about the same pace.  This makes it easier as I read the directions and move through the test.