Fractions

Strand: Number
Outcome: 6

Step 2: Determine Evidence of Student Learning

Guiding Questions

What evidence will I look for to know that learning has occurred?
What should students demonstrate to show their understanding of the mathematical concepts, skills and Big Ideas?

Using Achievement Indicators

As you begin planning lessons and learning activities, keep in mind ongoing ways to monitor and assess student learning. One starting point for this planning is to consider the achievement indicators listed in the Mathematics Kindergarten to Grade 9 Program of Studies with Achievement Indicators. You may also generate your own indicators and use them to guide your observation of the students.

The following indicators may be used to determine whether or not students have met this specific outcome. Can students:

identify the operation required to solve a given problem involving positive fractions?
provide a context that requires the multiplying of two given positive fractions?
provide a context that requires the dividing of two given positive fractions?
estimate the product of two given positive proper fractions to determine if the product will be closer to 0, or 1?
estimate the quotient of two given positive fractions and compare the estimate to whole number benchmarks?
express a given positive mixed number as an improper fraction and a given positive improper fraction as a mixed number?
model multiplication of a positive fraction by a whole number concretely or pictorially and record the process?
model multiplication of a positive fraction by a positive fraction concretely or pictorially using an area model, and record the process?
model division of a positive proper fraction by a whole number concretely or pictorially and record the process?
model division of a whole number by a positive proper fraction concretely or pictorially using an area model, and record the process?
model division of a positive proper fraction by a positive proper fraction pictorially and record the process?
generalize and apply rules for multiplying and dividing positive fractions, including mixed numbers?
solve a given problem involving positive fractions, taking into consideration order of operations (limited to problems with positive solutions)?
apply a personal strategy to solve, symbolically, a given division problem involving improper fractions?
refine personal strategies to increase their efficiency?

Sample behaviours to look for related to these indicators are suggested for some of the activities found in Step 3, Section C, Choosing Learning Activities.