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

The purpose of the Day 5 assessment is for students to demonstrate their understanding of the following big ideas.

• Partitive division is one of the two structures of division;
• In partitive division, the dividend is the quota and the divisor is the number of parts or groups;
• When dividing partitively, the quotient reveals a rate, how many per part (or the quota per group);
• The quotient can be expressed as any fraction equivalent to the dividend over the divisor;
• The number of partitions determines the fraction unit and gives the quantity its name (i.e.: partitioning a whole into 5 parts creates “5 fifth” parts);
• Different denominators can be used to represent equivalent quantities.
• Rate reasoning involves dividing one part of a ratio by the other through partitive division in order to reveal a rate.

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

• I will divide two whole numbers through partitive division.
• I will use a visual model to represent the division.
• I will communicate the quotient as fraction (when appropriate) using appropriate vocabulary and standard notation.
• I will describe contexts involving ratios and identify the related rates.
• I will describe the relationship between division and a fraction.
• I will demonstrate an understanding of equivalent fractions.

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.

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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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