## Unit 3.0 Unit 3 Pretest.docx - Section 2: Pretest

*Unit 3.0 Unit 3 Pretest.docx*

# Pre Test

Lesson 1 of 17

## Objective: SWBAT: • Show what they know about integers, rational numbers and the coordinate plane.

## Big Idea: What do students already know about integers, rational numbers, and the coordinate plane? What gaps do students have in their understanding? Students take the Unit 3 pretest in order to inform instruction.

*60 minutes*

#### Do Now

*7 min*

Notes:

- I will give this pretest
*before*I begin the Unit 3. - I want to give myself enough time to review student work and adjust my plans. I will use students’ work to inform my instruction. For example, if the majority of students are able to plot points on the coordinate plane, I will not spend as much class time on that skill. Also, I can use the information to identify students who require remediation and extension on particular topics.

See my **Do Now** video that explains my beginning of class routines.

Often, I create do nows that have problems that connect to the task that students will be working on that day. Here I want students to think about what they already know about positive numbers, negative numbers, and the coordinate plane. Some students may draw models or create example problems. Students participate in a **Think Write Pair Share. **I ask students to share out with the class.

*expand content*

#### Pretest

*53 min*

I explain that students will be taking the Unit 3 pretest today. It does not count for a grade. It is a way for me to learn what students know about the topics that I cover in Unit 3 and what we need to work on. I explain that there will probably be problems on the pretest that students don’t know how to do, and that is okay. I want students to do their best and show and explain their thinking.

I review testing expectations and students move their desks apart. I pass out the test and students work quietly. Students are engaging in **MP1: Make sense of problems and persevere in solving them.**

When students finish, I ask them to check their work. Once they have done this they can choose to read quietly, work on other schoolwork, or work on the Cross Number Decimal Puzzles.

If students do not finish the test, I set up a time (preferably today or the next day) for them to complete their work.

*expand content*

I like the pretest, but the time estimate is way too long. I did eliminate the adding and subtracting problems since adding and subtracting integers is no longer part of the 6th grade common core curriculum, but those additional problems would not have added that much more time. Most of my students finished the pre-test in 15 to 20 minutes.

| 3 years ago | Reply##### Similar Lessons

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- UNIT 1: Intro to 6th Grade Math & Number Characteristics
- UNIT 2: The College Project - Working with Decimals
- UNIT 3: Integers and Rational Numbers
- UNIT 4: Fraction Operations
- UNIT 5: Proportional Reasoning: Ratios and Rates
- UNIT 6: Expressions, Equations, & Inequalities
- UNIT 7: Geometry
- UNIT 8: Geometry
- UNIT 9: Statistics
- UNIT 10: Review Unit

- LESSON 1: Pre Test
- LESSON 2: Where Does That Fall On The Number Line?
- LESSON 3: How Close Is "Close"?
- LESSON 4: What Are Integers?
- LESSON 5: Adding and Subtracting Integers on a Number Line
- LESSON 6: Adding and Subtracting Integers with Counters
- LESSON 7: Rational Numbers and Integer Practice
- LESSON 8: Show What You Know About Integers and Rational Numbers
- LESSON 9: Absolute Value and Stocks
- LESSON 10: Tracking Stocks and the Coordinate Plane
- LESSON 11: Tracking Stocks and Distance on the Coordinate Plane
- LESSON 12: Tracking Investments and Review
- LESSON 13: Show What You Know + Stocks Wrap Up
- LESSON 14: What Rides Can You Go On?
- LESSON 15: Inequalities
- LESSON 16: Unit Review Stations
- LESSON 17: Unit Test