Percents Post Assessment

1 teachers like this lesson
Print Lesson

Objective

SWBAT demonstrate what they have learned and understand about operations with percents.

Big Idea

What did you learn? What can you do?

Launch

5 minutes
  • POD

As students enter the room, they will have a seat, take out their Problem of the Day (POD) sheet and begin to work on the question on the SMARTboard. The POD allows students to use MP 3 continually based on the discussions we have about the problem each day.

  • Learning Target

The target for the day is also on the SMARTboard each day when students enter the room.  The target for today’s lesson is for students to clear up any misconceptions about percents.

To start the class will we have a whole-class discussion. I want to discuss and generalize what has been learned throughout the unit. If there were any gaps in understanding apparent in the review activity from the previous lesson or from the exit ticket students completed the day before, we will address them to start the class. There were several questions that we covered in the review. If any weren’t done during the review, we will go over them before they begin the post assessment. This is the time to have any questions answered and clear up any confusion before they begin.

Explore

30 minutes

Today students will take the post assessment for the unit. They have had the opportunity to develop understanding and concept knowledge as we have worked through the unit. They have had the chance to ask and answer questions and to build a foundation. The post assessment is identical to the pre assessment they took at the start of the unit. This comparison will give me a sense of how students have grown, what they have learned, and where any gaps in learning may exist. If as I compare the pre and post assessments I see there are gaps in understanding, I can set up interventions for those students to help close the gaps and strengthen understanding.

Landing

5 minutes

To end class, I want to go through each post assessment with the students. We can go through and identify mistakes and talk about how students would make corrections. Having a few minutes with each student individually will allow me to clear up any misconceptions. I will also be able to gauge whether inconsistencies exist among the whole class. If I can see a common thread between several students, we can address it during intervention.