Quiz + error analysis
Diagnose common decimal mistakes.
Fraction & Decimal Operations · Assess day · 75 minutes
Quiet, individual, and scored against the same rubric students have seen all unit. On a performance task students may use their notes and their own data — the point is whether they can apply the skill, not recall it.
Read the directions aloud. Accommodations in place before anyone starts.
Quiz or performance task. Extended time students continue into the support block.
Students mark how confident they feel per item. The teacher compares that to the actual score.
Early finishers start the next unit's launch reading.
- · Have accommodations in place before anyone starts — extended time, read-aloud, and large print are decided the day before, not during.
- · Read directions aloud once, then stop talking.
- · Compare each student's confidence marks to their actual score. A confident wrong answer needs a different conversation than an unsure one.
Students work individually against a rubric they have seen all unit, mark their confidence per item, and then start the next unit's reading when they finish.
Exit ticket: No exit ticket — the assessment is the evidence.
Homework: None.
Teacher's choice. Print delivery and online delivery carry the same items; online auto-scores the selected-response half.
The assessment and, when accommodations require it, a large-print version.
Open the print set →No portfolio piece today. Performance tasks go into the portfolio. Quizzes do not — they live in the gradebook. Students document on lab days, performance tasks, and project anchor lessons — roughly two pieces per unit, not one per day.