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# Fractions and Decimals

Strand: Number
Outcomes: 8, 9, 10

## Step 4: Assess Student Learning

### Guiding Questions

• Look back at what you determined as acceptable evidence in Step 2.
• What are the most appropriate methods and activities for assessing student learning?
• How will I align my assessment strategies with my teaching strategies?

In addition to ongoing assessment throughout the lessons, consider the following sample activities to evaluate the students' learning at key milestones. Suggestions are given for assessing all students as a class or in groups, individual students in need of further evaluation, and individual or groups of students in a variety of contexts.

### A. Whole Class/Group Assessment

Note: Performance-based assessment tasks are under development.

Have counters, base ten materials, play money and fraction bars for the students to use as needed.

### B. One-on-One Assessment

Have counters, base ten materials, play money and fraction bars for the students to use as needed.

### C. Applied Learning

Provide opportunities for the students to use fractions and decimals in a practical situation and notice whether or not the strategies transfer. For example, ask the student if he or she would rather have three-fifths or three-quarters of a chocolate bar and explain why. Does the student:

• indicate that he would rather have three-quarters of the chocolate bar because he would have more?
• explain that quarters are larger than fifths because there are fewer quarters than fifths in the whole?
• draw an appropriate diagram to explain his or her reasoning if asked to do so?
• apply his or her fraction sense to other situations when comparing fractions that have the same denominators and different numerators or are more or less than one-half?