Ordering Numbers: Unit Review and Test
Lesson 5 of 7
Objective: SWBAT share their knowledge through the assessment provided.
Whole Class Review
I spend time reviewing all concepts before I test my students. I review each concept that we have covered in the previous unit, but I do not "teach" the concept. A review is exactly that, time spent gliding over topics and bringing it fresh into their minds. It is not a time to reteach concepts. My process is to teach, teach, teach, review, test, then reteach. I use the test to decide what concepts need further teaching. Many concepts in math, such as addition, can be taught through several different methods. But this concept, comparing numbers is based on their understanding of number sense.
I spend time reviewing the meaning of the vocabulary; greater than, less than, before, after, and between. It is very important at this age to go over vocabulary multiple times and in varying ways. They are sponges and the repetitive exposure will help them incorporate the new words and phrases into their daily use. (L.1.6). See my video reviewing vocabulary.
Then I remind them of Fred the Croc and what type of numbers does he like to eat. Answer: the biggest.
Next I ask them what do we do if we are comparing two numbers that are the same. Answer: use an equals sign.
Last, I put one example on the board of 3 numbers not in order and I have them help me decide which is smaller, which is bigger, and what would go in the middle.
I make privacy offices before school starts each summer and these are for my students to use all year when we take any type of test or need privacy to complete an activity. I use two manila folders or two of any type of folders you may already have. I layer one side of each and staple them together. This make a tri-fold office. Check out the picture in the resource section of my privacy office for my students.
I ask my students to take their offices out and have their pencils ready. Also, I make sure that their pencils are in good shape and sharpen a few extra just in case. I want to be able to keep an eye on my class while they test and if a broken pencil occurs and I have no replacements, then I would have to turn my back to sharpen a new one. The noise would disrupt concentration and provide wandering eyes an opportunity to take others ideas. So prepare ahead of time.
I encouraged my students during the first part of the test to draw Fred's teeth to help them remember which way they wanted their symbol to point. See my video of one student going back over his symbols and checking his work by adding teeth. Adding teeth to their symbols is helping the students to visualize and reason abstractly which way the symbol should be facing. I want them to reason abstractly, but attend to precision during the process, so that I can get the most accurate answer from them. (MP 2 & 6). I need to know what they understand and their answers to the test will be my method to assess what needs to be retaught. When my students are finished with the test, I do not allow them to get up and turn it in. I ask them to go back and recheck their work, then turn it over and draw on the back. Rechecking their work is a very important task I want them to begin doing now because it will be very important on future high-stakes tests.
This is an introductory unit on comparing numbers and did not go in-depth concentrating on two-digit numbers comparison, which is more aligned with the CCSS standard 1.NBT.B.3. If your students are ready for higher numbers, please go here to print a test for your advanced learners. This will also help you in differentiating your class.
I will use this advanced test for my students who already comparing/ordering two-digit numbers. (1.NBT.B.3). Print the test from the resource section and copy the amount you need for your students.