Students will be able to demonstrate what they already know about working with ratios and proportions.

Understand where students are, so that you can map a journey to where you want them to be.

60 minutes

When administering a Pre-Assessment, I use the following protocol:

- Students should sharpen pencils as soon as they walk into the door. I will also have sharpened pencils ready and available for those students who do not have a pencil or break the lead of their pencil while taking the assessment.
- Students should remain silent at all times
- Students must raise a hand to obtain permission to speak or get out of their seat
- Students must be honorable and do their own work
- Students who finish early should raise a hand to turn in the assessment
- After completing the Pre-Assessment students should obtain a book to read quietly
- The assessment may not leave the classroom

In my classroom, **the Unit**** Pre-Assessment is the same as the Unit Assessment**

10 minutes

After all of my students have completed the Pre-Assessment, I will ask them to reflect on the following questions:

- How do you think you performed on this assessment?
- What question did you find to be most difficult on this assessment?
- What question did you find to be easy on this assessment?

During this discussion, I try to establish an encouraging tone with my students by letting them know that it is okay if they struggled with the problems because they may be unfamiliar with some of the Standards presented on this assessment (**MP1**). I try to motivate them by letting them know that in a couple of weeks they will be able to compare how they performed on this Pre-Assessment with their performance on the end-of-unit Assessment. I say, "Your goal is to perform better at the end of the unit than at the beginning."

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