Students will demonstrate the concepts and skills that they have developed through this context and learning experience.

The purpose of this assessment is for students to demonstrate their understanding of the following big ideas.

Number:

• Multiplication and division are related.
• There are two types of division.
• Partitive division reveals a rate.
• Quotative (or measured) division reveals the numbers of parts when the rate is known.
• The dividend from any division sentence can be decomposed into smaller parts to allow for friendlier division by the divisor. This strategy is known as partial quotients. (i.e.: 85 ÷ 5 = 45 ÷ 5 + 40 ÷ 5 = 9 + 8 = 17)
• Percents and fractions are related.
• A percent of a quantity can be found through partitioning.
• Multiplying by a percent is the same as multiplying by an equivalent fraction.

The independent assessment will allow students to demonstrate concepts and skills related to the following learning goals:

• I will solve division problems using an appropriate model to communicate my thinking.
• I will develop a plan to solve multi-step problems involving division and percent.
• I will determine the percent of a whole number quantity.
• I will interpret division models.
• I will notice and name partitive and quotative division.
• I will communicate division contexts that are quotative and contexts that are partitive.

Students might write and/or model their answers independently. Students can also be interviewed by their teacher.

An alternative assessment opportunity should be offered if this tool will not successfully capture what the student knows, understands or can do.

In today’s math talk, students will use an appropriate model to solve the following division sentences. Encourage students to develop a context and name the type of division that they are modelling. The different sentences below lend themselves to a variety of strategies. Highlight student strategies as they share their thinking on a number line.

Are they using repeated addition, repeated subtraction, using partial products, halving? How do they determine their strategy? Do they demonstrate flexibility based on the numbers?

  96 ÷ 4
192 ÷ 8

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Question #1:

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Question #2:

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Question #3:

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Question #4:

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Question #5:

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Based on the student thinking demonstrated on this assessment, provide students with descriptive feedback – written, verbal, or both – which includes next steps students should take in order to promote extending what they know, understand and can do.

Since assessment should be an opportunity for students to learn and for the teacher to understand where a student is in their learning journey, this should not close the door on these big ideas, models, and strategies.

What opportunities can you provide students with to demonstrate any further learning they engage in after this assessment day?

We suggest collecting this reflection as an additional opportunity to engage in the formative assessment process to inform next steps for individual students as well as how the whole class will proceed.

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