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

Intentionality…

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

• There are two types of division;
• In quotative division, both the dividend and the divisor have the same unit (pizza and pizza).
• The divisor is a rate.
• The quotient can represent the number of parts or iterations of the rate.
• Quotative division can be accessed through skip counting, repeated addition, repeated subtraction or multiplication;
• When you scale both the dividend and the divisor by the same factor, the quotient will remain the same.

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

• I will divide fractions through quotative division.
• I will represent a quotative division context involving fractions through a context, a model and an equation.
• I will demonstrate an understanding of the behaviours and purpose of quotative division.

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.