As an assessment, I create a game board with the intent of making thinking visible. The students are instructed to answer the question, or model the math, that demonstrates their dice roll. Each person in the group of three is instructed to watch and review the response of the roller. If approved by their group, the player gets a point.
I ask that the students play the game until everyone answers each question. I also explain that if they roll a number already completed, they are simply to roll again.
As the students work/play in their teams of three or four, I circulate and listen in. It is very important for me to reteach and enhance during the moment. This activity has students working with many of the concepts taught during the unit, and some students will need to be "reminded" from time-to-time. Also, there are students that will need practice in their communication of their knowledge.
In this clip, I ask my student to explain his strategy of partitioning a whole into fourths, then dividing sections into eighths, and then another region into sixteenths.
I thought this student's explanation and his way of "making sense" of partitioning a whole was fascinating. His premise is that the "whole" never goes away, even when divided.
On the second day, the students are given a paper pencil Fraction Unit Assessment. I created this assessment to review all of the units concepts and have placed a few performance pieces in the assessment.
You will find a modified assessment as well. If you choose to use this one for some of your students, numbers 3-5 require you to insert fraction models with space for the comparison symbol between the two. I use benchmark fractions for my two students that took this version.
When the students complete their assessment, they find a partner and play one of the many fraction games I have in my room. This includes fraction bingo, fraction dominoes, Fraction Tower, Fraction Pizza, and Fraction Top-It. They also had the option to read our fraction math books.