In the next few weeks, many of my students will be taking the Smarter Balanced Assessment for the very first time. Although the assessment officially does not begin until next year, we will be piloting the full test in the next few months.
This is a huge change for us! Not only are we going from our State standards to the Common Core standards, but we are moving our testing from the fall to the spring. We are also moving from a paper and pencil test to a computer based one. With all of these changes, the materials I have used in the past to review math concepts for state assessments are just about useless to me now. I also feel like I have to find new and more creative ways to review because holding onto students' attention in the spring can be trickier than keeping them engaged in the fall.
Today I want to share with you one way I have started reviewing for this new assessment. I did this series of lessons with my third graders and it was so successful, I will be doing something similar with my older students. I also am thinking of ways to adapt this for my younger students. Although they don't have to take the official assessment, I think it is a great way to review and practice what they have learned all year.
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| I used this set of riddles for my lesson with third grade! |
The first thing I did when I got this product was to print and prep all the materials I would need. While I was doing that, I noticed there were a lot of great vocabulary words on the cards that my third graders SHOULD know. However, I also knew that there were probably many kids who didn't know all these words. So, I took about 40 minutes of whole group instruction time to address this issue.
Day 1
I read a riddle card to students that included the word quadrilateral. I asked students to raise their hand if they heard a word that they didn't understand the meaning of. Several hands when up when I said quadrilateral so I wrote that word on the board. I then passed out a small pile of riddle cards to each student and asked them to read each riddle and write any words they did not understand or that they did not think others would understand on the board.
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| Here are the vocabulary words kids identified as ones that they or other third graders might not understand |
Once all of the cards had been read, I chose a word from the board and modeled how to figure out what it meant. I provided several copies of the
Math Dictionary for Kids
and the link to
this online math dictionary. I then demonstrated how to make a quick definition poster with an example that we could hang on the wall to help us with these riddles.
I had kids choose words, some ended up in pairs and they all got to work finding out more about their word.
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| A student uses the online math dictionary to help them define rectangular prism |
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| Students took a few minutes to share their new knowledge with the class and then pinned their posters up around the 100's chart. |
This lesson took about 40 minutes. It was a great way to review vocabulary that will be appearing on their assessment and that they will need to be successful in future grades. It will also provide support to those who need it when we are working on the riddles in whole group, small group or individual work time situations.
Day 2
I had about 30 minutes the second day and I wanted to spend it introducing some of the ways we could use the 100's grid riddles. We started by choosing a few of the cards to do as a whole group.
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| One of the cards we did as a whole group |
Then I introduced 3 different ways to use the cards and had kids choose the way that they wanted to try first.
Using the Classroom Hundreds Chart
The idea of getting to be up in front of the class hundreds chart appealed to many students but I could only let a few up there at a time. When these cards are offered at center time, I am sure this will be a very popular way to use them.
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| A student reads a card at the 100's chart |
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| To play at the 100's chart, students read a riddle and mark the answer with a star. The stars are included and come in several different colors. The kids can try for 3 in a row or whatever works in your room. |
Using a Small Hundreds Chart
This is an easy way to get kids involved in the 100's riddles. All they need is a pile of the riddle cards and a small hundreds chart. They find the answer to the riddles on the chart and circle it or color it in. Each player needs a different color.
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| Students work on solving riddles and finding numbers on the 100's chart. MANY skills are reviewed by these riddles and the kids think it is so much fun! |
Using a Graphic Organizer
The other way to use these cards is with the included graphic organizer. This is a great way for kids to play alone or with another person. They figure out the answer and color in the section that their answer is in. Here they are trying to find a wide range of answers.
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| Each student has a graphic organizer that says things like between 1 and 20 or between 35 and 50. When they get an answer in this range, they get to color in that section on their chart. These students also needed to see a 100's grid for reference to support their thinking. |
Moving Forward
Over the last 2 days, I have given kids the introduction they need to use these cards successfully. Now that they know the expectations and have supports in place if they need them, they are ready for these cards to be added to our math center rotation. At the math center, I will be allowing kids to choose the way that they practice with them. They will also be available for students to use when they are finished other work and have a few spare minutes. They are also good for transitions and time fillers. The 100's chart in this room is near the door where kids line up and while we are waiting for everyone to be in line, reading one of these riddles and having kids solve it is a great way to squeeze a few extra minutes of math practice into the day.
Storing the Cards
This really is an inclusive set and I have come up with a great way to store everything needed for kids to do this center in one place. I used a
top loading folder
to keep everything in one place.
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100's charts, graphic organizer, directions and cards, all in one folder. This is actually the set for grades 4 and 5 that I will be using next week as I start reviewing in those grades!
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If you teach multiple grades like I do, you might be interested in the
Combo Pack. The Combo Pack includes the primary, third grade and intermediate set of cards.
You can also head over to
Primary Inspiration for your chance to win a set!
Have you started reviewing for spring testing? What are your best tips? Please respond in the comments below!
and grades 6-8
. 
. They chose to use inches as their unit and used several yardsticks to do the measuring.
to see how far down the hall 92 feel was. This was a great way to give themselves and their classmates a frame of reference when talking about 92 feet. 
that is accurate and precise. 
and find the sum. Whatever the sum is, they find that much money from their coin pile and put it in the middle of the table. If they get 12, they can make 12 cents any way they know how. We did have a great discussion about different ways we can make 12 and which way is the most efficient. 
. They are so much tastier than regular jelly beans. They are also slightly smaller so you can fit more of them under an egg. 
! Set model isn't required for grade 2 neither is the symbolic notation of fractions but I have used this video with several second graders who were ready for the next level. This is a must see for third and fourth graders as they start working with set models.
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