# Working with Decimal Numbers

**Strand:** Number

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

## Step 5: Follow-up on Assessment

### Guiding Questions

- What conclusions can be made from assessment information?
- How effective have instructional approaches been?
- What are the next steps in instruction?

### A. Addressing Gaps in Learning

- Draw on the prior knowledge of students, spending time reviewing simple fractions as part of a region and part of a set. Review the meaning of a fraction and how it relates to a part and to a whole.
- Emphasize the similarities and differences between a fraction of a region and a fraction of a set.
- Provide everyday contexts for fractions and decimals that students can relate to.
- Use concrete materials such as counters, decimal grids and metre sticks. Connect the concrete to diagrams and symbols.
- Allow the students to use concrete materials as long as necessary to establish an understanding of the concepts.
- Connect the concrete, pictorial and symbolic representations.
- Build on students' prior knowledge of using benchmarks on a number line to order fractions and connect it to ordering decimals.
- Have the students sort a set of decimals into groups and explain the sorting process. One way to group the decimals could be: greater than 0.5, less than 0.5 or equal to 0.5.
- Ask guiding questions to direct the student's thinking. See the examples provided on the one-on-one assessment.
- Provide time for students to explore and construct their own meaning rather than being told.
- Encourage flexibility in thinking as students describe various ways to order decimals.
- Draw on the prior knowledge of students about adding and subtracting decimals to hundredths. Review the process using base ten materials, fraction bars, grids, counters and other appropriate concrete materials.
- Emphasize that students estimate the sum or difference of decimals before calculating the answer. Review that front-end estimating is useful and focuses only on the digits to the left of the decimal.
- Have the students share their thinking with others so that students having some difficulty hear how another person thinks about fractions and decimals in kid-friendly language.

### B. Reinforcing and Extending Learning

Students who have achieved or exceeded the outcomes will benefit from ongoing opportunities to apply and extend their learning. These activities should support students in developing a deeper understanding of the concept and should not progress to the outcomes in subsequent grades. For example, in Grade 3 you might want to explore perimeter of more irregular shapes, but you would not extend this to connecting perimeter to area, which is a Grade 4 outcome.

Strategies for Reinforcing and Extending Learning