Planning GuideGrade 7
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Addition and Subtraction of Positive Fractions and Mixed Numbers

Strand: Number
Outcome: 5

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

Note: Performance-based assessment tasks are under development.

Examples of Group Assessment  Word Document

B. One-on-One Assessment

Examples of One on One Assessment  Word Document

C. Applied Learning

Provide opportunities for students to use their addition and subtraction of fractions and mixed numbers in a practical situation and notice whether or not the understanding transfers. For example, have the student explain if he or she reads more or less than an hour in total if he or she reads 3/5 of an hour one day and 2/3 of an hour another day. Then have the student calculate the number of hours that he or she read in these two days. Ask the student to use the fractions in the problem to create a subtraction problem and solve it.

Does the student:

  • display number sense by using benchmarks in making estimates of sums or differences of fractions?
  • explain his or her thinking in making estimates and calculating answers?
  • apply his or her knowledge of whole numbers in working with fractions?
  • understand the relative size of the numbers so that he or she creates a subtraction problem with a positive solution?
  • solve a similar problem, using mixed numbers, and explain the solution?
  • use diagrams if needed to aid in explaining the solution?

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