## Task Teacher Guide

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### Through This Assessment Opportunity…

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

### Intentionality…

This assessment should be completed without the use of a calculator. The purpose of the Day 5 assessment is for students to demonstrate their understanding of the following * big ideas*.

- Fractions can be represented in a variety of ways;
- Fractions (and their decimal representation) represents values relative to a whole (for example, one whole dollar);
- Quantities represented as a decimal are fractions limited to base ten denominators (i.e.: tenths, hundredths, thousandths, etc.);
- Standard representation of coin values are expressed as decimal hundredths;
- Subtraction can mean difference and is used to compare two quantities;
- Removal subtraction of a positive value or adding the negative of that same value has the same result, i.e., 6 – 2 = 6 + (-2).

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

- I will represent fractions and decimals.
- I will demonstrate an understanding of the relationship between fractions and decimals.
- I will subtract decimals.
- I will model three subtraction structures: removal, comparison and missing subtrahend.
- I will add negative integers.

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.

## Math Talk

### Related String of Problems

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## Assessment

### Assessment Considerations…

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### Assessment: Subtracting Decimals and Adding Integers

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## Resources and Downloads

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## Lesson Tip Sheet

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## Videos & Images

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## Keynote Slides

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## PowerPoint Slides

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## Printable Handout

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## Explore The Entire Unit of Study

This Make Math Moments Task was designed to spark curiosity for a multi-day unit of study with built in purposeful practice, and extensions to elicit and emerge mathematical models and strategies.

Click the links at the top of this task to head to the other related lessons created for this unit of study.

### How Much?

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### 1. Consider the…

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### 2. Luisa has…

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### 3. Scott had…

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### 4. Grace has…

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### 6. Model and solve…

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