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* *Reflection:
Unit 4 Pre-Assessment - Section 1: Assessment Administration

In my classroom I use Pre-Assessments to better understand the learning needs of each of my students. During today's lesson I am looking for ways to tailor upcoming lessons to the needs of individual learners. I want to challenge my students, but not intimidate them with too much rigor too soon. I use the results of the Pre-Assessment to help my group my students as we begin the unit. Here are the levels into which I categorize students based on today's results:

**Does not demonstrate prior knowledge of Standards****Some prior knowledge intermixed with misconceptions or gaps****On target for learning the content of this unit****Demonstrates fluency with some or all of the Standards in this unit**

By identifying where my students stand, I am better able to choose tasks, form collaborative groups, and differentiate instruction.

# Unit 4 Pre-Assessment

Lesson 1 of 15

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

#### Assessment Administration

*60 min*

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 your 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 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**

*.*Therefore, I DO NOT go over the the results of the Pre-Assessment with my students.

#### Resources

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#### Lesson Closure

*10 min*

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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- LESSON 1: Unit 4 Pre-Assessment
- LESSON 2: Keeping it in Balance: One Step Equations
- LESSON 3: A Rational Balancing Act: One Step Equations Continued
- LESSON 4: One-Step Algebraic Problem Solving
- LESSON 5: One-Step Equations... How Do They Function?
- LESSON 6: The One-Step Equation & Its Many Faces
- LESSON 7: Unit 4 Quiz 1: One-Step Equations
- LESSON 8: Inequalities
- LESSON 9: The Different Ways to Represent An Inequality
- LESSON 10: So Many Options: Solving One-Step Inequalities
- LESSON 11: Inequalities in the Real-World
- LESSON 12: Unit 4 Quiz 2: One-Step Equations
- LESSON 13: Unit 4: Addressing What They Still Don't Get
- LESSON 14: Unit 4 Assessment:One-Step Equations & Inequalities
- LESSON 15: Student Self-Assessment: One-Step Equations & Inequalities