# Exploring Fractions and Decimals Assessment – Year 3 and Year 4

Exploring Fractions and Decimals Unit Plan - Year 3 and Year 4 | Lesson 12 | 60 minutes

A 60 minute assessment designed to assess student learning.

## Preparation

##### Equipment

- Pencil
- Sharpener
- Ruler
- Eraser

## Assessment Plan

### Assessment Guidelines

- Students to remove all materials from their desks, except for those required for the assessment.
- Students to be seated in such a way that they cannot copy the work of other students.
- Students should not be allowed to speak once the assessment papers have been distributed.
- Students may ask questions but should not be given any assistance to complete tasks.
- Students must complete the assessment in the allocated time, as decided by the teacher.
- Teachers should frequently monitor students as they complete the assessment.

## Assessment Strategies

Suggested Assessment Strategies

- used strategic whole class or individual questioning
- observed student participation during learning activities
- recorded student progress on a checklist
- annotated student work samples
- collected and reviewed student work samples
- facilitated whole class or peer feedback sessions
- encouraged student self-reflection
- administered formal assessment tasks.

## Resources

#### Common Core State Standards alignment

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > **CCSS.MATH.CONTENT.3.NF.A.1**

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > **CCSS.MATH.CONTENT.3.NF.A.2**

Understand a fraction as a number on the number line; represent fractions on a number line diagram.

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > **CCSS.MATH.CONTENT.3.NF.A.3**

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Extend understanding of fraction equivalence and ordering > **CCSS.MATH.CONTENT.4.NF.A.1**

Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Understand decimal notation for fractions, and compare decimal fractions > **CCSS.MATH.CONTENT.4.NF.C.6**

Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Understand decimal notation for fractions, and compare decimal fractions > **CCSS.MATH.CONTENT.4.NF.C.7**

Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

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