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Improper Fractions and Mixed Numbers

Strand: Number
Outcome: 4

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

Provide opportunities for students to use their improper fractions and mixed numbers in a practical situation and notice whether or not the concepts transfer.

For example, ask the student to solve the following problem and explain the thinking done to solve this problem.
Would you rather have  pizzas or  pizzas?

Does the student:

• express both amounts as either mixed numbers or improper fractions?
• estimate that both fractions represent about the same amount?
• recognize that both amounts are provided in fifths so only the tops (numerators) of the improper fractions have to be compared?
• explain clearly the strategy used in solving the problem?
• apply these concepts to other real-world problems successfully?