## 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…

The purpose of the Day 6 assessment is for students to demonstrate their understanding of the following big ideas.

**Number:**

- Fractions can be represented in a variety of ways;
- How you partition the whole determines the fractional unit (i.e.: partitioning a whole into 6 parts will result in 6 sixth parts);
- As you partition a whole into more parts, the smaller the size of each part;
- As you partition a whole into more parts, the larger the denominator;
- The numerator indicates the number of parts relative to the number of parts in the whole indicated by the denominator;
- Fractional amounts exist between whole numbers;
- Different denominators can be used to represent equivalent quantities;
- A multiplicative relationship exists between unit fractions (i.e.: one-sixth is one-half of one-third and one third is twice as big as one-sixth); and,
- The commutative and associative properties of addition (this big idea may emerge through student strategies)
- Quantities represented as a decimal are fractions limited to base ten denominators (i.e.: tenths, hundredths, thousandths, etc.)
- Quantities represented as a percent are fractions where the denominator is 100.

**Measurement: **

- Units of measure have different sizes and attributes; and,
- As the size of the unit of measure decreases, the number of iterations of that unit required to measure a quantity increases (and vice versa).

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

- I will represent fractions.
- I will order and compare fractions.
- I will represent fractions expressed symbolically in words as well as in standard notation including proper and improper fractions as well as mixed numbers.
- I will add fractions with friendly denominators.
- I will determine an appropriate unit of measure.
- I will explain the relationship between metres and centimetres.
- I will convert between metres and centimetres.

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

In today’s math talk, students will work through a string of related problems to determine which caterpillar won in the two caterpillar division.

Round #1:Taylor, who travelled one and 3 fourths of a metreorTammy, who travelled 170% of a metre

Round #2:Sammy, who travelled 1.8 of a metreorSwirly, who travelled 1 9/10 of a metre

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**Assessment**

### Assessment Considerations…

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### Assessment: Representing, Ordering and Adding Fractions & Selecting and Converting Metric Units

**Question #1:**

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**Question #2:**

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**Question #3:**

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**Question #4:**

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### Considerations to Promote Student Growth

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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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## Resources and Downloads

## Lesson Tip Sheet

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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.

### Round 1…

*Taylor, who travelled one and 3 fourths of a metre*

*or *

*Tammy, who travelled 170% of a metre*

### Round 2…

*Sammy, who travelled 1.8 of a metre*

*or*

*Swirly, who travelled 1 9/10 of a metre*

### Round 3…

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### 1. Two additional worm…

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### 2. Snakes could also…

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### 3. In the exciting…

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### 4. The head-to-head division…

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**Download Editable/Printable Handout**

Become a member to access purposeful practice to display via your projector/TV, download the PDF to upload to your LMS and/or print for students to have a physical copy