# Working with Decimal Numbers

**Strand:** Number

**Outcomes:** 8, 9, 10, 11

## 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?

### Sample Assessment Tasks

In addition to ongoing assessment throughout the lessons, consider the following sample activities to evaluate 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

Examples of Whole Class/Group Assessment

### B. One-on-One Assessment

Examples of One on One Assessment

### C. Applied Learning

Does the student:

- indicate that 0.45 m is longer than 0.395 m and explain why, using a variety of strategies such as:
- use a metre stick to measure lengths of string to represent each measure
- apply his or her understanding of place value in comparing the decimals
- apply his or her understanding of equivalent decimals (0.45 = 0.450) in comparing the decimals
- apply his or her understanding of benchmarks by explaining that both decimals are less than 0.5 m and that 0.45 m is closer to half a metre than 0.395 m and is therefore the larger decimal?

- apply his or her understanding of decimals to order a series of decimals in a real world context?

### Related Resources