Midterm Review

Est. Class Sessions: 1–2

Developing the Lesson

Review Concepts. Have students work in small groups to complete Questions 1–4 on the Midterm Review pages in the Student Guide prior to completing the Midterm Test independently. Each question combines several of the Key Ideas and Expectations from Units 1–6. Whole-class discussion of all four questions will provide a cumulative review of the content studied in these units. To begin, assign each small group of students one of the problems to work on cooperatively. This instructional strategy is often referred to as a Jigsaw. See the Content Note for further explanation of the Jigsaw technique. To accommodate a large class, assign more than one group to each problem. Multiple solutions for each question can be compared during whole-class discussion. Provide materials for each group to prepare a display of their solutions and have one or several students from each group share the responsibility of reporting their solutions to the class. Groups that finish early can work on other questions as time permits. Remind students that they can use the Addition, Subtraction, and Multiplication Strategies Menu pages, Writing Numbers in Words page, and Math Practices page in the Reference section of the Student Guide.

Discuss Solutions. After adequate time has been provided for groups to complete their assigned question, have each group take turns sharing their solutions with the whole class. Facilitate a discussion that helps students review varying strategies and the Math Practices used in the solutions presented. Pose questions or make observations about the solutions to help students clarify thinking or emphasize Key Ideas as needed.

The Jigsaw technique is one method commonly used with groups working cooperatively when there is a quantity of material to learn in a limited amount of time. The whole body of material to be studied is divided into logical sections, then each section is assigned to a different small group. Each small group studies the work assigned then reports findings to the whole class emphasizing key ideas and nuances as appropriate. In this way the whole class can gain the pertinent information without each individual having to study the entire body of work.

Complete the Assessment. Students complete the Midterm Test Assessment Master independently. Students complete Part 1 without a calculator. However, they are encouraged to refer to the Addition, Subtraction, and Multiplication Strategies Menu pages, Writing Numbers in Words page, and Math Practices page as they work. These pages are in the Reference section of the Student Guide. Students will need to have rulers, calculators, and square-inch tiles available for Part 2 of the test.

Remind students to follow directions for each question, particularly those that ask for explanations. Encourage students to use the Math Practices page as a guide for communicating their thinking, particularly for Question 15.

Allow students time to finish the test. You may wish to give each part on a separate day.
If the class did not complete some lessons, delete questions related to those lessons from the test.

Use the Midterm Test to assess concepts and skills studied in Units 1–6. As with all such cumulative assessments, it is only one indication of a student's progress and should be read in conjunction with other data such as observations, written work on extended-response questions, and documentation of student progress on Expectations.

The overall score on the Midterm Test can be used to provide a broad-brush view of a student's progress. However, the test is better utilized to give information about specific areas of interest and concern. The questions on the test can be matched with specific Key Ideas and Expectations within content strands. See Figures 1 and 2. Isolating the answer to specific questions can contribute to a more robust picture.

Use Question 15 and the accompanying Feedback Box to assess students' abilities to communicate their solution strategies [MPE5].