Improper Fractions and Mixed Numbers

Strand: Number
Outcome: 4

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 these 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:

demonstrate, using models, that a given improper fraction represents a number greater than 1?
apply mixed numbers and improper fractions to real-world situations?
apply mixed numbers and improper fractions to part of a region and part of a set?
solve problems using improper fractions as the division of numbers?
translate a given improper fraction between concrete, pictorial and symbolic forms?
translate a given mixed number between concrete, pictorial and symbolic forms?
express improper fractions as mixed numbers?
express mixed numbers as improper fractions?
place a given set of fractions, including mixed numbers and improper fractions, on a number line and explain strategies used to determine position?
provide more than one way to write a given mixed number or improper fractions by using equivalent fractions?
solve part–whole–fraction problems, including improper fractions, in which two out of three are provided and the third must be found?

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