Proper Fractions-Assessment Task - LearnAlberta.ca · • name and record fractions for the parts of a whole or a set ... Math Live – Proper Fractions: Assessment Task . The government
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Grade: 4 Strand: Number Outcome: 8 SPECIFIC LEARNER OUTCOME – Number
N8 Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and symbolic representations to: • name and record fractions for the parts of a whole or a set • compare and order fractions • model and explain that for different wholes, two identical fractions may not represent the same quantity • provide examples of where fractions are used.
PROCESSES Communication (C), Connections (CN), Mental Mathematics and Estimation (ME), Problem Solving (PS), Reasoning (R), Technology (T), Visualization (V)
C, CN, PS, R, V EVIDENCE the student has achieved the outcomes
Each student will: • Analyze different pictorial representations of fractions. • Build models of fractions using manipulatives. • Draw and compare representations of proper fractions. • Describe proper fractions by relating the symbolic representation of a fraction to its
pictorial representation. TEACHER NOTES • In the assessment task, students will be asked to demonstrate their understanding of
fractions as parts of a whole and as parts of a set. They will first identify models that represent the fraction of all Aboriginal Canadians under the age of 15 (2/6). Students then describe how they decided which models represent this fraction. Next, students will build two models of another fraction and draw a representation of their model, explaining the similarities and differences between the models. Finally, students explain the role of equal parts, numerators, and denominators in proper fractions.
• Students should have access to a variety of manipulatives to represent fractions including tiles, paper for fraction strips, and counters such as chips and grid paper.
• Students should understand that proper fractions can represent parts of a whole or parts of a set. They should also be able to explain the importance of “equal-sized” parts in creating fractions as well as the role of the numerator and denominator. Some representations students may draw for fractions are:
Some misconceptions to watch for are:
a) identifying parts as the denominator. “2/6” rather than 2/8
b) confusing the numerator and denominator. “shaded portion represents 2/6”
c) thinking all fractions are symmetrical “does not represent 2/6”
• Fractions as parts of sets do not need to be like objects in shape or size!
Circles represent 2/4 of this set
• Early finishers can make fraction strips to find out which represents a larger fraction:
1/5 (all Canadians younger than 15), or 2/6 (all Aboriginal Canadians younger than 15).
Math Live – Proper Fractions: Assessment Task The government estimates that about 1/5 of all Canadians are 14 years old or younger. About 2/6 of the total Aboriginal population are 14 years old or younger.
Population by Age
0-14 years old
15-34 years old
35 years and older
All Canadians 1/5 3/10 1/2
All Aboriginal Canadians 2/6 5/12 1/4
1. Circle the models below that represent the fraction 2/6.
2. Choose another fraction from the chart above. Use manipulatives to build two different types of models of this fraction. Draw a picture of your models below. Explain how your two models are alike and how they are different.
3. Choose two of the models you circled in Question 1 and explain how you decided they represented 2/6. Choose one model that you did not circle and tell why it doesn’t represent 2/6. Use words and pictures to show your reasoning.
The government estimates that about 1/5 of all Canadians are 14 years old or younger. About 2/6 of the total Aboriginal population are 14 years old or younger.
Population by Age
0-14 years old
15-34 years old
35 years and older
All Canadians 1/5 3/10 1/2
All Aboriginal Canadians 2/6 5/12 1/4
1. Circle the models below that represent the fraction 2/6.
2. Choose another fraction from the chart above. Use manipulatives to build two different types of models of this fraction. Draw a picture of your models below. Explain how your two models are alike and how they are different.
3. Choose two of the models you circled in Question 1 and explain how you
decided they represented 2/6. Choose one model that you did not circle and tell why it doesn’t represent 2/6. Use words and pictures to show your reasoning.
The government estimates that about 1/5 of all Canadians are 14 years old or younger. About 2/6 of the total Aboriginal population are 14 years old or younger.
Population by Age
0-14 years old
15-34 years old
35 years and older
All Canadians 1/5 3/10 1/2
All Aboriginal Canadians 2/6 5/12 1/4
1. Circle the models below that represent the fraction 2/6.
2. Choose another fraction from the chart above. Use manipulatives to build two different types of models of this fraction. Draw a picture of your models below. Explain how your two models are alike and how they are different.
Yes 3. Choose two of the models you circled in Question 1 and explain how you
decided they represented 2/6. Choose one model that you did not circle and tell why it doesn’t represent 2/6. Use words and pictures to show your reasoning.
The government estimates that about 1/5 of all Canadians are 14 years old or younger. About 2/6 of the total Aboriginal population are 14 years old or younger.
Population by Age
0-14 years old
15-34 years old
35 years and older
All Canadians 1/5 3/10 1/2
All Aboriginal Canadians 2/6 5/12 1/4
1. Circle the models below that represent the fraction 2/6.
2. Choose another fraction from the chart above. Use manipulatives to build two different types of models of this fraction. Draw a picture of your models below. Explain how your two models are alike and how they are different.
Yes, but 3. Choose two of the models you circled in Question 1 and explain how you
decided they represented 2/6. Choose one model that you did not circle and tell why it doesn’t represent 2/6. Use words and pictures to show your reasoning.
The government estimates that about 1/5 of all Canadians are 14 years old or younger. About 2/6 of the total Aboriginal population are 14 years old or younger.
Population by Age
0-14 years old
15-34 years old
35 years and older
All Canadians 1/5 3/10 1/2
All Aboriginal Canadians 2/6 5/12 1/4
1. Circle the models below that represent the fraction 2/6.
2. Choose another fraction from the chart above. Use manipulatives to build two different types of models of this fraction. Draw a picture of your models below. Explain how your two models are alike and how they are different.
No, but 3. Choose two of the models you circled in Question 1 and explain how you
decided they represented 2/6. Choose one model that you did not circle and tell why it doesn’t represent 2/6. Use words and pictures to show your reasoning.