##
* *Reflection:
What Have We Learned? (Positions and Shapes) - Section 3: Taking the Test and Centers

Deciding what to include on an assessment can be a challenge. Students need to be able to name many shapes, so do we need to give a 3 or 4 page test in order to include a question on each shape? My response is no. At this level, students have limited attention spans and are easily overwhelmed by lengthy assessments. I need my end of unit assessment to give me a overall picture of whether or not my students mastered the major concepts and skills taught in the unit. I do not end my assessment on shapes after this unit assessment. We continue to review shapes throughout the school year and I assess my students ability to name and describe all of the basic two- and three-dimensional shapes at the end of each marking period.

*What To Test?*

*What To Test?*

# What Have We Learned? (Positions and Shapes)

Lesson 17 of 17

## Objective: Students will be able to show their knowledge of positions and shapes.

## Big Idea: After completing a unit on positions and shapes, 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!

*50 minutes*

#### Problem of the Day

*5 min*

I start the lesson with a problem of the day to help students review skills and concepts from prior lessons and develop their ability to problem solve. I call the students up to the carpet. The students find their spots while saying this chant with me.

*Criss cross, applesauce, hands in your lap, eyes on the teacher, you've got to show me that.*

*"This is our Problem of the Day for today. This says Sort the shapes. This problem has only one direction. What does it ask us to do?"*Sort the shapes.

*"How did we sort the shapes?"*It is important that students explain their thinking.

I tell students, *"Today you will be showing me what you have learned about positions and shapes."*

*expand content*

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

I quickly go over the rules and procedures for taking a math test. Most of the students have done this three 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!"*

#### Resources

*expand content*

#### Taking the Test and Centers

*40 min*

I call one student up to get the center for the table. This week's centers are:

Play dough Shapes (Teacherspayteachers.com)

Solid Shape Sort (Teacherspayteachers.com and Sorting Math)

Dramatic Play Shape Sort (Teacherspayteachers.com)

Roll and Cover Reindeer (Makinglearningfun.com)

SMART Board Shapes Shoot (Sheppardsoftware.com)

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.

*expand content*

##### Similar Lessons

Environment: Urban

###### Stop, Look, Listen

*Favorites(0)*

*Resources(22)*

Environment: Suburban

###### Here are the 3D Shapes That I Know

*Favorites(6)*

*Resources(15)*

Environment: Urban

- LESSON 1: Math Centers: Basic 2-D Shapes
- LESSON 2: Introducing 3-D Shapes
- LESSON 3: Reviewing 3-D Shapes
- LESSON 4: Kitten Castle: Exploring Three-Dimensional Shapes and Rolling, Stacking and Sliding
- LESSON 5: Rolling, Stacking & Sliding
- LESSON 6: Comparing & Sorting Shapes
- LESSON 7: Positions- Introducing Vocabulary
- LESSON 8: Positions- Using Positional Terms
- LESSON 9: Positions- Reveiw Positional Terms
- LESSON 10: What is a Triangle?
- LESSON 11: What is a Circle?
- LESSON 12: What is a Square?
- LESSON 13: What is a Rectangle?
- LESSON 14: Building Shapes- Review of 2D Shapes
- LESSON 15: Combining Shapes
- LESSON 16: 2-D & 3-D Shapes Centers
- LESSON 17: What Have We Learned? (Positions and Shapes)