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# Fractions

Strand: Number
Outcome: 7

## Step 2: Determine Evidence of Student Learning

### Guiding Questions

• What evidence will I look for to know that learning has occurred?
• What should students demonstrate to show their understanding of the mathematical concepts, skills and Big Ideas?

### Using Achievement Indicators

As you begin planning lessons and learning activities, keep in mind ongoing ways to monitor and assess student learning. One starting point for this planning is to consider the achievement indicators listed in the Mathematics Kindergarten to Grade 9 Program of Studies with Achievement Indicators. You may also generate your own indicators and use them to guide your observation of the students.

The following indicators may be used to determine whether or not students have met this specific outcome. Can students:

• create a set of equivalent fractions and explain, using concrete materials, why there are many equivalent fractions for any given fraction?
• model and explain that equivalent fractions represent the same quantity?
• determine if two given fractions are equivalent, using concrete materials or pictorial representations?
• formulate and verify a rule for developing a set of equivalent fractions?
• identify equivalent fractions for a given fraction?
• compare two given fractions with unlike denominators by creating equivalent fractions?
• position a given set of fractions with like and unlike denominators on a number line, and explain strategies used to determine the order?
• connect the concrete, pictorial and symbolic representations of fractions?
• solve problems involving equivalent fractions and the comparison of fractions and clearly explain the process?

Sample behaviours to look for related to these indicators are suggested for some of the activities found in Step 3, Section C, Choosing Learning Activities. 