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* *Reflection: Performance Tasks
Fraction Assessment - Section 2: Assessment Project

There are several ways to assess student understanding. One is with a traditional paper and pencil task. Here students are directed to do specific, clearly defined tasks. The fraction assessment was a traditional task where students had to identify fractional parts, or label fractions. On this task all students demonstrated mastery.

I could have stopped here, but I designed the project to ask them to apply their understanding to the creation of shapes and fractional parts. Here, student understanding was challenged at a deeper level of thinking. It is more difficult to create a shape and then think of part of it being missing, than it is to just circle a shape divided into fractional parts.

I had to listen to student thinking, to make sure I understood whether they had indeed displayed an understanding of fractional parts. Several students drew a small shape and labeled it as one third. When I questioned them, they told me that the other 2 parts were not in the picture, but they would look like (and they would show me what the rest of the shape might look like). These students were demonstrating an understanding of a fraction as a part of a whole. Their understanding was actually deeper than I realized before having them complete the project.

*Paper and pencil verses application project*

*Performance Tasks: Paper and pencil verses application project*

# Fraction Assessment

Lesson 10 of 10

## Objective: SWBAT demonstrate their understanding of 2G3 through a variety of fraction tasks

*45 minutes*

#### Written Assessment

*20 min*

Today I give students a written assessment of their understanding of fractions. The problems asks them to identify the shaded region of a figure, to divide shapes into equal fractional parts, to shade in fractional parts of a figure, to recognize that when a whole figure is shaded it is a whole represented as a fraction where numerator and denominator match, and finally to explain how things may or may not be equal.

I ask each student to work independently and I circulate around the room to support students who may be struggling with a problem.

I remind students that when they are done they may get the materials and begin work on the fraction pictures.

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#### Assessment Project

*25 min*

Once students complete the written assessment, I have a project for them to complete. I have written up a series of fractions of shapes that students must use to create a picture. I want them to show in their picture that they understand parts of a whole.

Each student may use a variety of materials to complete a nature picture. These pictures will be used in science as we discuss wind and pollution in future lessons.

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##### Similar Lessons

###### Partitioning squares to create triangles

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*Resources(18)*

Environment: Urban

- UNIT 1: What and Where is Math?
- UNIT 2: Adding and Subtracting the Basics
- UNIT 3: Sensible Numbers
- UNIT 4: Sensible Numbers
- UNIT 5: Everything In Its Place
- UNIT 6: Everything in Its Place
- UNIT 7: Place Value
- UNIT 8: Numbers Have Patterns
- UNIT 9: Fractions
- UNIT 10: Money
- UNIT 11: The Numbers Are Getting Bigger
- UNIT 12: More Complex Numbers and Operations
- UNIT 13: Area, Perimeter and More Measurement
- UNIT 14: Length
- UNIT 15: Geometry
- UNIT 16: Getting Ready to Multiply
- UNIT 17: Getting Better at Addition and Subtraction
- UNIT 18: Strategies That Work

- LESSON 1: Fractions Can Be Fun
- LESSON 2: Fractions of Time and Money
- LESSON 3: Where Would It Be?
- LESSON 4: Numerators and Denominators
- LESSON 5: North of the Dungeon
- LESSON 6: A Whole and Its Parts
- LESSON 7: More Than One Name for a Fraction
- LESSON 8: Eating Fractions
- LESSON 9: Equivalent Fractions
- LESSON 10: Fraction Assessment