Students will continue developing their ability to represent fractions for the purpose of adding.

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

• 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 unit fraction (called the denominator in later grades);
• In order to compare two or more fractional quantities, the whole must be the same;
• The count (called the numerator in later grades) indicates the number of parts relative to the number of parts in the whole indicated by the unit fraction (the denominator);
• Fractional amounts exist between whole numbers;
• Different unit fractions can be used to represent equivalent quantities; and,
• The commutative and associative properties of addition (this big idea may emerge through student strategies)

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

• I will represent fractions.
• I will compare and order fractions.
• I will add fractions with like denominators.

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 work through a string of related problems to determine which caterpillar won in the two caterpillar division.

Round #1:

Taylor, who travelled 3 fourths of a metre

or

Tammy, who travelled 4 fifths of a metre

Round #2:

Sammy, who travelled 2 fourths of a metre

or

Swirly, who travelled 4 eighths of a metre

Round #3:

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Question #1:

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Question #2:

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Question #3:

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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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