Math Live – Place Value: Assessment Task
Grade: 4
Strand: Number
Outcome: 9
SPECIFIC LEARNER OUTCOME – Number
Represent and describe decimals (tenths and hundredths), concretely,
N9
pictorially and symbolically.
PROCESSES
Communication (C), Connections (CN), Mental Mathematics and Estimation (ME), Problem Solving (PS),
Reasoning (R), Technology (T), Visualization (V)
C, CN, R, V
EVIDENCE the student has achieved the outcomes
Each student will:
•
•
•
•
Build models of decimal numbers to hundredths using manipulatives.
Draw representations of decimal numbers to hundredths.
Describe how decimals are used to represent fractions less than 1.
Describe the base-ten number system as it applies to tenths and hundredths.
TEACHER NOTE
•
In this assessment task, students will be asked to demonstrate their understanding of
place value in hundredths. They will build two different models of decimal numbers: a) one
model using the cube to represent 1 unit and, b) one model using the flat to represent 1
unit. Students will then explain how decimals are used to represent parts less than one
and how they are an extension of the base-ten number system.
•
•
Students should have access to base-ten blocks and a metric ruler.
Students should understand that decimals are used to express parts of a whole. They
should also be able to relate decimal numbers to fractions with denominators that are
multiples of 10 (10, 100). The models students build with base-ten blocks will vary
depending on which of the blocks they use to represent 1 whole.
1.25 can be represented as
or
•
Early finishers can play a game of “Who Am I”: Player One writes a decimal number.
Player Two tries to guess what the number is in as few turns as possible (More than 1?
Less than 1.5?).
Page 1 of 12
Math Live
© 2009 Alberta Education (www.learnalberta.ca)
Math Live – Place Value: Assessment Task
1. Build the following numbers two different ways using base-ten blocks:
a) using
to represent one unit, and
b) using
to represent one unit.
Draw a picture of your models below.
3.05
Model #1
= 1 whole
Model #2
= 1 whole
5.92
Model #1
= 1 whole
Model #2
= 1 whole
Page 2 of 12
Math Live
© 2009 Alberta Education (www.learnalberta.ca)
2. Explain using words and pictures:
a) How are decimal numbers like fractions?
b) How are decimal numbers like base-ten whole numbers?
Page 3 of 12
Math Live
© 2009 Alberta Education (www.learnalberta.ca)
Scoring Guide – Place Value
Level
Draws models of
decimal numbers
Relates fractions
and decimal
numbers
Question #1
Question #2
Criteria
Wow!
Yes
Yes, but…
No, but…
Insufficient /
Blank
Describes the
base-ten system
as it applies to
decimal numbers
Question #2
Draws clear and
precise
representations that
depict the given
numbers
Relates decimal
numbers to fractions
by clearly showing
how decimals are
fractions over powers
of 10
Provides a thorough
and insightful
description of the
relationship between
decimal and whole
numbers by
presenting meaningful
examples
Draws accurate
representations that
depict the given
numbers
Relates decimals and
fractions by showing
how they both
represent parts of
wholes
Provides a clear
description of the
relationship between
decimal and whole
numbers by
presenting relevant
examples
Draws
comprehensible
representations that
depict most of the
given numbers apart
from a minor error
Relates decimals to
fractions by simply
showing how to
change from one form
to the other
Provides a partial
description of the
relationship between
decimals and whole
numbers
Draws inaccurate
representations that
fail to depict at least
two of the given
numbers
Relates decimals to
fractions by showing
either confused or
surface-level
understanding
Provides an
incomplete or
confusing description
of the relationship
between whole
numbers and
decimals
No score awarded
due to insufficient
evidence of student
learning based on the
requirements of the
assessment task
No score awarded
due to insufficient
evidence of student
learning based on the
requirements of the
assessment task
No score awarded
due to insufficient
evidence of student
learning based on the
requirements of the
assessment task
Page 4 of 12
Math Live
© 2009 Alberta Education (www.learnalberta.ca)
Wow!
Math Live – Place Value: Assessment Task
3. Build the following numbers two different ways using base-ten blocks:
a) using
to represent one unit, and
b) using
to represent one unit.
Draw a picture of your models below.
Page 5 of 12
Math Live
© 2009 Alberta Education (www.learnalberta.ca)
Wow!
4. Explain using words and pictures:
c) How decimals numbers are like fractions
d) How they are like base-ten whole numbers.
Page 6 of 12
Math Live
© 2009 Alberta Education (www.learnalberta.ca)
Yes
Math Live – Place Value: Assessment Task
1. Build the following numbers two different ways using base-ten blocks:
a) using
to represent one unit, and
b) using
to represent one unit.
Draw a picture of your models below.
Math Live
© 2009 Alberta Education (www.learnalberta.ca)
Page 7 of 12
Yes
2. Explain using words and pictures:
e) How decimals numbers are like fractions
f) How they are like base-ten whole numbers.
Page 8 of 12
Math Live
© 2009 Alberta Education (www.learnalberta.ca)
Yes, but
Math Live – Place Value: Assessment Task
1. Build the following numbers two different ways using base-ten blocks:
a) using
to represent one unit, and
b) using
to represent one unit.
Draw a picture of your models below.
Page 9 of 12
Math Live
© 2009 Alberta Education (www.learnalberta.ca)
Yes, but
2. Explain using words and pictures:
a) How decimals numbers are like fractions
b) How they are like base-ten whole numbers.
Page 10 of 12
Math Live
© 2009 Alberta Education (www.learnalberta.ca)
No, but
Math Live – Place Value: Assessment Task
1. Build the following numbers two different ways using base-ten blocks:
a) using
to represent one unit, and
b) using
to represent one unit.
Draw a picture of your models below.
Page 11 of 12
Math Live
© 2009 Alberta Education (www.learnalberta.ca)
No, but
2. Explain using words and pictures:
a) How decimals numbers are like fractions
b) How they are like base-ten whole numbers.
Page 12 of 12
Math Live
© 2009 Alberta Education (www.learnalberta.ca)