Here are the 10 least proficient LOC skill scores for Marlinton Elementary math grade 3, sorted by LOC from low to high, along with a lesson plan for each, and a multiple-choice test with an answer key:
Marlinton Elementary Grade 3 Math - Least Proficient LOC Skills
-
Compare and order fractions: LOC score of 30
- Lesson Plan:
- Objective: Students will be able to compare and order fractions with like and unlike denominators.
- Materials: Fraction manipulatives (circles, bars), number lines, whiteboards, markers.
- Procedure:
- Begin with a review of what fractions represent.
- Use fraction manipulatives to show different fractions, emphasizing the numerator and denominator.
- Start with comparing fractions with the same denominators and use visual aids to demonstrate their relative sizes.
- Introduce comparing fractions with different denominators. Show how to find a common denominator or use visual aids like fraction bars or circles.
- Practice ordering fractions from least to greatest and greatest to least on the number line and with manipulatives.
- Provide practice problems where students will compare and order fractions.
- Assessment: Observation of student work, completion of practice problems.
- Lesson Plan:
-
Estimate using reasonableness: LOC score of 20
- Lesson Plan:
- Objective: Students will be able to use the concept of reasonableness to estimate the results of mathematical problems.
- Materials: Word problems, number lines, manipulatives.
- Procedure:
- Begin with real-life examples where estimation is useful (e.g., grocery shopping).
- Present word problems that require estimation.
- Guide students to round numbers to make estimation easier.
- Discuss what a reasonable answer might look like.
- Encourage students to check if the answer is in the correct range based on their estimation.
- Provide practice problems where students will have to estimate if a solution is reasonable.
- Assessment: Observation of student work, completion of practice problems.
- Lesson Plan:
-
Identify a number sentence that represents the commutative property of multiplication: LOC score of 22
- Lesson Plan:
- Objective: Students will be able to identify and understand the commutative property of multiplication.
- Materials: Manipulatives (e.g., counters), number lines, whiteboards, markers, multiplication equation cards.
- Procedure:
- Introduce the concept of the commutative property as the order of factors does not change the product.
- Use manipulatives to visually represent that changing the order of factors in a multiplication problem does not change the total number of objects.
- Use equation cards to demonstrate both ways to solve the same equation.
- Have students write and identify equations illustrating the commutative property.
- Give practice problems where students will identify number sentences that show the commutative property of multiplication.
- Assessment: Observation of student work, completion of practice problems.
- Lesson Plan:
-
Identify a number sentence that represents the inverse operation of a given number: LOC score of 76
- Lesson Plan:
- Objective: Students will be able to identify number sentences that represent inverse operations.
- Materials: Whiteboards, markers, number lines, addition and subtraction equation cards.
- Procedure:
- Review what inverse operations are (addition is the inverse of subtraction, multiplication is the inverse of division).
- Start with simple addition equations and have students write the inverse subtraction problem.
- Present equations where students will have to write the inverse.
- Provide practice problems where students identify number sentences that represent inverse operations.
- Assessment: Observation of student work, completion of practice problems.
- Lesson Plan:
-
Compare and order decimal fractions: LOC score of 76
- Lesson Plan:
- Objective: Students will be able to compare and order decimal fractions.
- Materials: Decimal fraction manipulatives, number lines, whiteboards, markers.
- Procedure:
- Review the place value of decimal fractions (tenths, hundredths).
- Use manipulatives to represent decimal fractions and compare their relative sizes.
- Use number lines to visually order decimal fractions.
- Practice ordering fractions from least to greatest and greatest to least with manipulatives.
- Provide practice problems where students will compare and order decimals.
- Assessment: Observation of student work, completion of practice problems.
- Lesson Plan:
-
Identify a fraction model that is part of a whole: LOC score of 68
- Lesson Plan:
- Objective: Students will be able to identify and represent fractions as parts of a whole.
- Materials: Fraction circles, fraction bars, paper, markers, and images of wholes divided into equal parts.
- Procedure:
- Begin by showing a whole and explaining that a fraction represents part of that whole.
- Use manipulatives to show different fractions as parts of a whole, emphasizing the equal sized parts.
- Draw wholes divided into parts, and have students identify the fraction of the shaded part.
- Have students represent fractions using drawing and writing.
- Provide practice problems where students will identify fraction models that represent parts of a whole.
- Assessment: Observation of student work, completion of practice problems.
- Lesson Plan:
-
Identify a fraction model that is part of a group: LOC score of 76
- Lesson Plan:
- Objective: Students will be able to identify and represent fractions as parts of a group.
- Materials: Manipulatives (e.g., counters), paper, markers, and images of groups of objects.
- Procedure:
- Begin by showing a group of objects and explaining that a fraction can represent part of a group.
- Use manipulatives to represent fractions of a group. For example, have 10 counters and show that 3/10 of the counters is 3 counters.
- Have students draw groups of items and color parts of the group to represent a fraction.
- Have students represent fractions of a group using drawing and writing.
- Provide practice problems where students will identify fraction models that represent parts of a group.
- Assessment: Observation of student work, completion of practice problems.
***
-
Identify plane figures: LOC score of 77
- Lesson Plan:
- Objective: Students will be able to identify and classify common plane figures.
- Materials: Various plane figure cutouts (e.g., circles, triangles, squares, rectangles), whiteboards, markers.
- Procedure:
- Introduce and review common plane figures (circle, triangle, square, rectangle, rhombus, pentagon).
- Have students identify the number of sides, corners and angles.
- Have students trace and draw plane figures on whiteboards.
- Provide examples and have students classify them into their correct category.
- Provide practice problems where students will identify plane figures.
- Assessment: Observation of student work, completion of practice problems.
- Lesson Plan:
-
Identify rotations and reflections: LOC score of 56
- Lesson Plan:
- Objective: Students will be able to identify and differentiate between rotations and reflections of plane figures.
- Materials: Geometric shapes, graph paper, tracing paper.
- Procedure:
- Introduce rotations as turning a figure around a point.
- Demonstrate how figures can be rotated at different angles.
- Introduce reflections as flipping a figure over a line.
- Have students create reflections on graph paper.
- Provide practice problems where students will identify rotations and reflections of plane figures.
- Assessment: Observation of student work, completion of practice problems.
- Lesson Plan:
-
Identify components of geometric figures (sides): LOC score of 77
- Lesson Plan:
- Objective: Students will be able to identify and count the sides of different geometric figures.
- Materials: Geometric shapes (cutouts of various polygons), whiteboards, markers.
- Procedure:
- Introduce different geometric figures and explain the term "side."
- Have students trace the figures and count the number of sides.
- Use a variety of figures, including those with curved and straight sides, to ensure students understand the difference.
- Provide practice problems where students will identify and count the sides of different geometric figures.
- Assessment: Observation of student work, completion of practice problems.
***
Multiple Choice Test for Marlinton Elementary Grade 3 Math
Instructions: Choose the best answer for each question.
-
Which fraction is greater? a) 1/3 b) 1/4 c) 1/2 d) 1/8
-
Which is a reasonable estimate for 28 + 51? a) 60 b) 70 c) 80 d) 90
-
Which number sentence shows the commutative property of multiplication? a) 2 x 3 = 5 b) 2 x 3 = 3 x 2 c) 2 x 3 = 6/1 d) 2 + 3 = 5
-
What is the inverse operation of 10 - 4 = 6? a) 10 + 6 = 16 b) 4 + 6 = 10 c) 6 - 4 = 2 d) 6 - 10 = -4
-
Which decimal is smaller? a) 0.25 b) 0.5 c) 0.75 d) 1.0
-
What fraction of the circle is shaded if it's divided into 4 equal parts and 1 is shaded? a) 1/4 b) 1/2 c) 3/4 d) 4/1
-
What fraction of the group is shaded if you have 6 objects and 2 are shaded? a) 1/6 b) 2/6 c) 3/6 d) 4/6
-
Which of these is a plane figure with 4 sides and 4 right angles? a) circle b) triangle c) square d) cube
-
Which type of movement shows a shape flipped over a line? a) rotation b) translation c) reflection d) a line
-
How many sides does a triangle have? a) 2 b) 3 c) 4 d) 5
Answer Key
- c
- c
- b
- b
- a
- a
- b
- c
- c
- b
Second Form
○
Lesson Plan:
■
Objective: Students will be able to use the concept of reasonableness to estimate the results of mathematical problems
.
■
Materials: Word problems, number lines, manipulatives
.
■
Procedure:
1.
Begin with real-life examples where estimation is useful
.
2.
Present word problems that require estimation
.
3.
Guide students to round numbers to make estimation easier
.
4.
Discuss what a reasonable answer might look like
.
5.
Encourage students to check if the answer is in the correct range based on their estimation
.
6.
Provide practice problems where students will have to estimate if a solution is reasonable
.
■
Assessment: Observation of student work, completion of practice problems
.
○
Multiple Choice Test:
1.
A bus has 42 seats and 21 people get off the bus. Which is the most reasonable estimate for how many seats are left? a) 10 b) 20 c) 30 d) 60
2.
A large pizza has 18 slices and two friends want to split it. Which is the most reasonable estimate for how many slices each friend gets? a) 4 b) 9 c) 12 d) 20
3.
A school has 32 first graders and 29 second graders. Which is the most reasonable estimate for how many total students are in the first and second grade? a) 50 b) 60 c) 70 d) 100
4.
Which is a reasonable estimate for 77 - 44? a) 10 b) 20 c) 30 d) 40
5.
A toy store has 58 stuffed bears and 19 toy trucks. Which is a reasonable estimate for how many more bears than trucks? a) 10 b) 20 c) 40 d) 80
6.
A cookie jar has 48 chocolate cookies and 30 vanilla cookies. Which is a reasonable estimate for how many cookies in total? a) 30 b) 50 c) 80 d) 100
7.
A book has 125 pages and a student read 31 pages. Which is a reasonable estimate of pages left to read? a) 70 b) 90 c) 120 d) 150
8.
A student needs 78 marbles for a project and has 43 marbles already. Which is the most reasonable estimate for how many more marbles are needed? a) 20 b) 40 c) 80 d) 120
9.
A baseball team drove 142 miles to a game and 168 miles back. Which is a reasonable estimate of how many total miles were driven? a) 100 b) 200 c) 300 d) 400
10.
A movie theater has 230 seats, and 112 seats are occupied. Which is the most reasonable estimate for how many seats are available? a) 100 b) 120 c) 200 d) 300
■
Answer Key:
1.
b
2.
b
3.
b
4.
c
5.
c
6.
c
7.
b
8.
b
9.
c
10.
b
2.
Identify a number sentence that represents the commutative property of multiplication: LOC score of 21
○
Lesson Plan:
■
Objective: Students will be able to identify and understand the commutative property of multiplication
.
■
Materials: Manipulatives (e.g., counters), number lines, whiteboards, markers, multiplication equation cards
.
■
Procedure:
1.
Introduce the concept of the commutative property as the order of factors does not change the product
.
2.
Use manipulatives to visually represent that changing the order of factors in a multiplication problem does not change the total number of objects
.
3.
Use equation cards to demonstrate both ways to solve the same equation
.
4.
Have students write and identify equations illustrating the commutative property
.
5.
Give practice problems where students will identify number sentences that show the commutative property of multiplication
.
■
Assessment: Observation of student work, completion of practice problems
.
○
Multiple Choice Test: 1. Which number sentence shows the commutative property of multiplication? a) 4 x 2 = 6 b) 4 x 2 = 2 x 4 c) 4 + 2 = 6 d) 4 x 2 = 8/1 2. Which of the following demonstrates the commutative property of multiplication? a) 7 x 1 = 7 b) 3 x 4 = 4 x 3 c) 6 x 0 = 0 d) 5 x 5 = 25 3. Which equation illustrates the commutative property? a) 10 ÷ 2 = 5 b) 5 x 2 = 7 c) 4 x 3 = 3 x 4 d) 7 - 2 = 5 4. Which number sentence is an example of the commutative property? a) 2 x (3 x 4) = (2 x 3) x 4 b) 8 x 1 = 8 c) 6 + 3 = 3 + 6 d) 2 x 5 = 5 x 2 5. Which equation demonstrates the commutative property of multiplication? a) 7 x 0 = 0 b) 1 x 9 = 9 c) 3 x 6 = 18 d) 5 x 8 = 8 x 5 6. Which statement illustrates the commutative property of multiplication? a) 10 x 1 = 10 b) 10 x 2 = 12 c) 9 x 4 = 4 x 9 d) 12 ÷ 4 = 3 7. Which is an example of the commutative property of multiplication? a) 5 x 6 = 30 b) 2 x 9 = 9 x 2 c) 7 x 1 = 7 d) 11 - 3 = 8 8. What is the commutative property of multiplication demonstrated by? a) 8 + 2 = 10 b) 5 x 2 = 10 c) 7 x 9 = 9 x 7 d) 12 ÷ 3 = 4 9. Which shows the commutative property of multiplication? a) 6 x 3 = 9 b) 6 x 3 = 18 c) 6 x 3 = 3 x 6 d) 6 + 3 = 9 10. Which number sentence best shows the commutative property of multiplication? a) 10 x 0 = 0 b) 2 x 4 = 8 c) 7 x 5 = 5 x 7 d) 9 + 2 = 11
■
Answer Key:
1.
b
2.
b
3.
c
4.
d
5.
d
6.
c
7.
b
8.
c
9.
c
10.
c
3.
Compare and order fractions: LOC score of 26
○
Lesson Plan:
■
Objective: Students will be able to compare and order fractions with like and unlike denominators
.
■
Materials: Fraction manipulatives (circles, bars), number lines, whiteboards, markers
.
■
Procedure:
1.
Begin with a review of what fractions represent
.
2.
Use fraction manipulatives to show different fractions, emphasizing the numerator and denominator
.
3.
Start with comparing fractions with the same denominators and use visual aids to demonstrate their relative sizes
.
4.
Introduce comparing fractions with different denominators. Show how to find a common denominator or use visual aids like fraction bars or circles
.
5.
Practice ordering fractions from least to greatest and greatest to least on the number line and with manipulatives
.
6.
Provide practice problems where students will compare and order fractions
.
■
Assessment: Observation of student work, completion of practice problems
.
○
Multiple Choice Test:
1.
Which fraction is greater? a) 1/4 b) 1/3 c) 1/6 d) 1/8
2.
Which fraction is the smallest? a) 2/8 b) 2/6 c) 2/4 d) 2/3
3.
Which set of fractions are in order from least to greatest? a) 1/2, 1/3, 1/4 b) 1/8, 1/4, 1/2 c) 1/3, 1/2, 1/5 d) 1/4, 1/2, 1/3
4.
Which fraction is greater than 1/3? a) 1/4 b) 1/5 c) 2/6 d) 1/10
5.
Which fraction is less than 1/2? a) 2/4 b) 3/5 c) 4/8 d) 2/5
6.
Which of the following shows fractions in order from greatest to least? a) 1/8, 1/4, 1/2 b) 1/2, 1/4, 1/8 c) 1/4, 1/2, 1/8 d) 1/2, 1/8, 1/4
7.
Which is the greatest fraction? a) 3/10 b) 2/5 c) 1/2 d) 1/4
8.
Which group is ordered from smallest to largest? a) 1/2, 1/3, 1/5 b) 1/5, 1/2, 1/3 c) 1/5, 1/3, 1/2 d) 1/3, 1/5, 1/2
9.
Which comparison is correct? a) 2/3 < 1/2 b) 1/4 > 1/3 c) 3/4 > 1/2 d) 2/5 > 1/2
10.
Which fraction is larger? a) 5/8 b) 2/4 c) 1/2 d) 3/10
■
Answer Key:
1.
b
2.
a
3.
b
4.
c
5.
d
6.
b
7.
c
8.
c
9.
c
10.
a
4.
Compare and order decimal fractions: LOC score of 77
○
Lesson Plan:
■
Objective: Students will be able to compare and order decimal fractions
.
■
Materials: Decimal fraction manipulatives, number lines, whiteboards, markers
.
■
Procedure:
1.
Review the place value of decimal fractions (tenths, hundredths)
.
2.
Use manipulatives to represent decimal fractions and compare their relative sizes
.
3.
Use number lines to visually order decimal fractions
.
4.
Practice ordering fractions from least to greatest and greatest to least with manipulatives
.
5.
Provide practice problems where students will compare and order decimals
.
■
Assessment: Observation of student work, completion of practice problems
.
○
Multiple Choice Test:
1.
Which decimal is the smallest? a) 0.45 b) 0.54 c) 0.40 d) 0.50
2.
Which decimal is larger? a) 0.6 b) 0.62 c) 0.58 d) 0.59
3.
Which set of decimals are ordered from least to greatest? a) 0.3, 0.5, 0.2 b) 0.1, 0.2, 0.3 c) 0.4, 0.3, 0.2 d) 0.8, 0.7, 0.6
4.
Which is smaller than 0.5? a) 0.6 b) 0.51 c) 0.49 d) 0.7
5.
Which is greater than 0.25? a) 0.1 b) 0.2 c) 0.24 d) 0.3
6.
Which of these decimals is greatest? a) 0.33 b) 0.3 c) 0.37 d) 0.2
7.
Which list of decimals is ordered from greatest to least? a) 0.2, 0.4, 0.6 b) 0.9, 0.8, 0.7 c) 0.5, 0.6, 0.7 d) 0.1, 0.2, 0.3
8.
Which shows the correct comparison? a) 0.7 > 0.8 b) 0.6 < 0.5 c) 0.4 > 0.3 d) 0.1 < 0.2
9.
Which decimal is the largest? a) 0.48 b) 0.51 c) 0.49 d) 0.50
10.
Which decimal is smaller than 0.7? a) 0.72 b) 0.71 c) 0.8 d) 0.69
■
Answer Key:
1.
c
2.
b
3.
b
4.
c
5.
d
6.
c
7.
b
8.
d
9.
b
10.
d
5.
Identify a fraction model that is part of a group: LOC score of 76
○
Lesson Plan:
■
Objective: Students will be able to identify and represent fractions as parts of a group
.
■
Materials: Manipulatives (e.g., counters), paper, markers, and images of groups of objects
.
■
Procedure:
1.
Begin by showing a group of objects and explaining that a fraction can represent part of a group
.
2.
Use manipulatives to represent fractions of a group. For example, have 10 counters and show that 3/10 of the counters is 3 counters
.
3.
Have students draw groups of items and color parts of the group to represent a fraction
.
4.
Have students represent fractions of a group using drawing and writing
.
5.
Provide practice problems where students will identify fraction models that represent parts of a group
.
■
Assessment: Observation of student work, completion of practice problems
.
○
Multiple Choice Test: 1. If you have 8 circles and 3 are shaded, what fraction represents the shaded circles? a) 3/8 b) 5/8 c) 8/3 d) 3/5 2. If you have 10 stars and 4 are colored, what fraction shows the colored stars? a) 4/10 b) 6/10 c) 10/4 d) 4/6 3. If a group has 12 apples and 5 are green, what fraction of the apples are green? a) 5/12 b) 7/12 c) 12/5 d) 5/7 4. If there are 9 balls, and 2 are blue, what fraction of the balls are blue? a) 2/9 b) 7/9 c) 9/2 d) 2/7 5. What fraction of the shapes are triangles if there are 15 shapes and 8 of them are triangles? a) 7/15 b) 8/15 c) 15/8 d) 8/7 6. There are 20 books on a shelf, 6 are hardback books. What fraction of books are hardback? a) 6/20 b) 14/20 c) 20/6 d) 6/14 7. A bag has 11 candies and 3 are sour. What fraction shows the amount that are sour? a) 3/11 b) 8/11 c) 11/3 d) 3/8 8. If you have 16 cookies and 7 are chocolate chip, what fraction of cookies are chocolate chip? a) 7/16 b) 9/16 c) 16/7 d) 7/9 9. Out of 18 birds, 4 are parrots, what fraction are parrots? a) 4/18 b) 14/18 c) 18/4 d) 4/14 10. If there are 25 balloons, and 10 are blue, what is the fraction of blue balloons? a) 10/25 b) 15/25 c) 25/10 d) 10/15 * Answer Key:
1.
a
2.
a
3.
a
4.
a
5.
b
6.
a
7.
a
8.
a
9.
a
10.
a
6.
Identify a fraction model that is part of a whole: LOC score of 68
○
Lesson Plan:
■
Objective: Students will be able to identify and represent fractions as parts of a whole
.
■
Materials: Fraction circles, fraction bars, paper, markers, and images of wholes divided into equal parts
.
■
Procedure:
1.
Begin by showing a whole and explaining that a fraction represents part of that whole
.
2.
Use manipulatives to show different fractions as parts of a whole, emphasizing the equal sized parts
.
3.
Draw wholes divided into parts, and have students identify the fraction of the shaded part
.
4.
Have students represent fractions using drawing and writing
.
5.
Provide practice problems where students will identify fraction models that represent parts of a whole
.
■
Assessment: Observation of student work, completion of practice problems
.
○
Multiple Choice Test: 1. A circle is divided into 5 equal parts, and 2 parts are shaded. Which fraction represents the shaded parts? a) 2/5 b) 3/5 c) 5/2 d) 2/3 2. A rectangle is divided into 8 equal parts and 1 is shaded. What fraction represents the shaded part? a) 1/8 b) 7/8 c) 8/1 d) 1/7 3. A square is divided into 4 equal sections, 3 are colored. Which fraction of the square is colored? a) 1/4 b) 3/4 c) 4/3 d) 2/4 4. A bar is divided into 10 equal pieces, and 4 pieces are colored. What fraction of the bar is colored? a) 4/10 b) 6/10 c) 10/4 d) 4/6 5. A pie is sliced into 6 equal pieces, and 5 pieces are given away. What fraction of the pie was given away? a) 1/6 b) 5/6 c) 6/5 d) 1/5 6. If a whole is cut into 3 equal sections, what is each section called? a) 1/2 b) 1/3 c) 2/3 d) 1/4 7. If there are 9 parts to a shape, and 7 are shaded, what fraction shows the shaded area? a) 2/9 b) 7/9 c) 9/7 d) 2/7 8. If you see 1/5 of a square shaded, how many parts are in the whole? a) 1 b) 4 c) 5 d) 6 9. What fraction of a circle is shaded when a circle is cut into 7 pieces and 2 are shaded? a) 2/7 b) 5/7 c) 7/2 d) 2/5 10. A candy bar is divided into 12 sections and 9 are eaten. What fraction shows the part that was eaten? a) 9/12 b) 3/12 c) 12/9 d) 3/9 * Answer Key:
1.
a
2.
a
3.
b
4.
a
5.
b
6.
b
7.
b
8.
c
9.
a
10.
a
7.
Identify a number sentence that represents the inverse operation of a given number: LOC score of 76
○
Lesson Plan:
■
Objective: Students will be able to identify number sentences that represent inverse operations
.
■
Materials: Whiteboards, markers, number lines, addition and subtraction equation cards
.
■
Procedure:
1.
Review what inverse operations are (addition is the inverse of subtraction, multiplication is the inverse of division)
.
2.
Start with simple addition equations and have students write the inverse subtraction problem
.
3.
Present equations where students will have to write the inverse
.
4.
Provide practice problems where students identify number sentences that represent inverse operations
.
■
Assessment: Observation of student work, completion of practice problems
.
○
Multiple Choice Test: 1. What is the inverse operation of 15 - 7 = 8? a) 15 + 8 = 23 b) 7 + 8 = 15 c) 8 - 7 = 1 d) 15 + 7 = 22 2. Which operation is the inverse of 9 + 4 = 13? a) 13 - 4 = 9 b) 4 - 9 = -5 c) 9 x 4 = 36 d) 13 + 4 = 17 3. Which number sentence shows the inverse operation of 3 x 5 = 15? a) 15 ÷ 5 = 3 b) 3 + 5 = 8 c) 15 - 3 = 12 d) 15 + 5 = 20 4. What is the inverse operation of 25 ÷ 5 = 5? a) 25 + 5 = 30 b) 5 x 5 = 25 c) 25 - 5 = 20 d) 5 ÷ 25 = 1/5 5. The inverse of 18 - 9 = 9 is which operation? a) 18 + 9 = 27 b) 9 + 9 = 18 c) 9 x 9 = 81 d) 18 ÷ 9 = 2 6. What number sentence shows the inverse operation of 6 + 8 = 14? a) 14 + 8 = 22 b) 14 - 6 = 8 c) 8 - 6 = 2 d) 14 + 6 = 20 7. The inverse operation of 4 x 7 = 28 is what? a) 28 + 7 = 35 b) 28 - 7 = 21 c) 28 ÷ 7 = 4 d) 7 ÷ 28 = 1/4 8. Which number sentence is the inverse of 36 ÷ 4 = 9? a) 36 + 4 = 40 b) 9 x 4 = 36 c) 4 x 4 = 16 d) 36 - 4 = 32 9. The inverse of 100 - 60 = 40 is what operation? a) 100 + 60 = 160 b) 40 + 60 = 100 c) 100 x 60 = 6000 d) 60 - 40 = 20 10. What is the inverse operation of 5 + 2 = 7? a) 2 + 5 = 7 b) 7 - 5 = 2 c) 7 + 2 = 9 d) 5 x 2 = 10 * Answer Key:
1.
b
2.
a
3.
a
4.
b
5.
b
6.
b
7.
c
8.
b
9.
b
10.
b
8.
Identify components of geometric figures (sides): LOC score of 77
●
Lesson Plan:
○
Objective: Students will be able to identify and count the sides of different geometric figures
.
○
Materials: Geometric shapes (cutouts of various polygons), whiteboards, markers
.
○
Procedure:
1.
Introduce different geometric figures and explain the term "side"
.
2.
Have students trace the figures and count the number of sides
.
3.
Use a variety of figures, including those with curved and straight sides, to ensure students understand the difference
.
4.
Provide practice problems where students will identify and count the sides of different geometric figures
.
○
Assessment: Observation of student work, completion of practice problems
.
***
* **Multiple Choice Test:**
1. How many sides does a pentagon have? a) 3 b) 4 c) 5 d) 6
2. How many sides does a square have? a) 2 b) 3 c) 4 d) 5
3. How many sides does a triangle have? a) 2 b) 3 c) 4 d) 5
4. How many sides does a hexagon have? a) 4 b) 5 c) 6 d) 7
5. How many sides does a rectangle have? a) 2 b) 3 c) 4 d) 5
6. A shape with 8 sides is called what? a) pentagon b) hexagon c) heptagon d) octagon
7. How many sides does a parallelogram have? a) 2 b) 3 c) 4 d) 5
8. A shape with 10 sides is called what? a) decagon b) nonagon c) octagon d) heptagon
9. A shape with no sides is called what? a) circle b) rectangle c) triangle d) square
10. How many sides does a rhombus have? a) 3 b) 4 c) 5 d) 6
* **Answer Key:**
1. c
2. c
3. b
4. c
5. c
6. d
7. c
8. a
9. a
10. b
***
9.
Identify plane figures: LOC score of 77
○
Lesson Plan:
■
Objective: Students will be able to identify and classify common plane figures
.
■
Materials: Various plane figure cutouts (e.g., circles, triangles, squares, rectangles), whiteboards, markers
.
■
Procedure:
1.
Introduce and review common plane figures (circle, triangle, square, rectangle, rhombus, pentagon)
.
2.
Have students identify the number of sides, corners and angles
.
3.
Have students trace and draw plane figures on whiteboards
.
4.
Provide examples and have students classify them into their correct category
.
5.
Provide practice problems where students will identify plane figures
.
■
Assessment: Observation of student work, completion of practice problems
.
○
Multiple Choice Test: 1. Which of the following is a plane figure? a) cube b) sphere c) triangle d) pyramid 2. Which shape has four equal sides and four right angles? a) triangle b) circle c) square d) rectangle 3. What is a plane figure with three sides? a) square b) triangle c) circle d) rectangle 4. Which shape has no sides or corners? a) square b) circle c) rectangle d) triangle 5. A shape with four sides and opposite sides parallel is called a what? a) triangle b) pentagon c) circle d) parallelogram 6. Which of these is a plane figure? a) cone b) rectangle c) sphere d) pyramid 7. Which shape has five sides and five corners? a) triangle b) square c) pentagon d) hexagon 8. What is the name for a shape with four sides that are not all the same? a) square b) triangle c) rectangle d) pentagon 9. Which of the following is NOT a plane figure? a) circle b) square c) triangle d) cube 10. A shape with six sides and six angles is called what? a) pentagon b) triangle c) hexagon d) rectangle * Answer Key:
1.
c
2.
c
3.
b
4.
b
5.
d
6.
b
7.
c
8.
c
9.
d
10.
c
10.
Identify rotations and reflections: LOC score of 56
* Lesson Plan:
○
Objective: Students will be able to identify and differentiate between rotations and reflections of plane figures
.
○
Materials: Geometric shapes, graph paper, tracing paper
.
○
Procedure:
1.
Introduce rotations as turning a figure around a point
.
2.
Demonstrate how figures can be rotated at different angles
.
3.
Introduce reflections as flipping a figure over a line
.
4.
Have students create reflections on graph paper
.
5.
Provide practice problems where students will identify rotations and reflections of plane figures
.
○
Assessment: Observation of student work, completion of practice problems
.
***
* **Multiple Choice Test:**
1. What type of movement is a shape that is turned around a point? a) reflection b) translation c) rotation d) flip
2. Which movement is shown when a shape is flipped over a line? a) rotation b) reflection c) slide d) turn
3. If you turn a square 90 degrees, what type of movement is that? a) reflection b) translation c) rotation d) flip
4. What type of movement is when a figure is mirrored over a line? a) rotation b) translation c) reflection d) flip
5. Which shows a reflection of a figure? a) turning b) sliding c) flipping d) stretching
6. A shape is turned around and its position is changed, what kind of movement is that? a) reflection b) translation c) rotation d) flip
7. A shape is flipped over a line to create a mirror image, what kind of movement is this? a) rotation b) translation c) reflection d) turn
8. Which transformation involves turning a figure around a point? a) rotation b) reflection c) translation d) flip
9. When a shape is flipped over a line what kind of transformation is that? a) rotation b) reflection c) translation d) turn
10. If a shape changes its orientation after it was turned around, what is this? a) rotation b) reflection c) translation d) flip
* **Answer Key:**
1. c
2. b
3. c
4. c
5. c
6. c
7. c
8. a
9. b
10. a
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