Using Fractions Everyday

Competency A: Find and use Information

Task group A1: Read continuous text

Level: 1

At this level, learners: Read brief texts to locate specific details

Performance Descriptors
(Please note that not all might apply)

The learner:
•    Decodes words and makes meaning of sentences in a single text
•    Reads short texts to locate a single piece of information
•    Follows the sequence of events in straightforward chronological texts
•    Follows simple, straightforward instructional texts
•    Identifies the main idea in brief texts
•    Requires support to identify sources and to evaluate and integrate information

Task Descriptors
(Please note that not all might apply)

•    Scope of task is limited
•    Involves one text
•    Is up to one paragraph in length
•    Contains common, familiar vocabulary
•    Has a familiar context
•    Addresses concrete, day-to-day topics
•    Has a highly explicit purpose

Text Types:
Instructional, descriptive, narrative, and brief informational texts

Examples:
•    Notes
•    Simple directions
•    Instructions
•    Brief emails
•    Simple narratives

ESKARGO:

Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario - A1.1

Competency C: Understand and Use Numbers
Task Group C2: Manage time
Level: 2
At this level, learners: Make low-level inferences to calculate using time

Performance Descriptors
The learner:

• Calculates using numbers expressed as whole numbers, fractions, decimals, and percentages
• Interprets and applies rates (e.g. $/hr, km/hr, cooking time/pound)
• Converts between units of time (e.g. millennia, centuries, decades, years, months, weeks, days, hours, minutes, seconds)
• Makes simple estimates
• Interprets, represents, and converts time using whole numbers, decimals, percentages, ratios, and simple, common fractions (e.g. ½, ¼)
• Chooses and performs required operation(s); may make inferences to identify required operation(s)
• Selects appropriate steps to reach solutions
• Understands and converts time between 12- and 24-hour clocks
• Converts time between time zones
• Uses strategies to check accuracy (e.g. estimating, using a calculator, repeating a calculation, using the reverse operation)

Task Descriptors

• Scope of task is clearly defined
• May include unfamiliar elements (e.g. context, content)
• Requires the use of rates, or requires two or more operations, where operations are easily inferred
• Requires up to a few steps to complete
• May be completed in more than one way
• May involve one document (e.g. table, schedule)
• May require converting between whole numbers, decimals, fractions, ratios, and percentages

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – C2.2

Competency E: Manage Learning
Level: 1
At this level, learners: Set short-term goals, begin to use limited learning strategies, and begin to monitor own learning

Performance Descriptors for the learner:

• Demonstrates positive attitude to learning
• Accepts positive feedback and constructive criticism
• Recognizes and expresses when one does not know something
• Accepts new learning challenges
• Willing to work independently
• Takes responsibility for learning
• Takes initiative
• Takes risks in learning situations
• Manages time (e.g. makes realistic estimates about time, meets deadlines, completes activities and tasks in a logical order)
• Attends class regularly and punctually
• Checks accuracy of work

Goal Setting:
The learner:

• Sets short-term goals
• Identifies steps required to achieve goals
• Begins to monitor progress towards achieving goals
• Begins to identify barriers to achieving goals

Learning Strategies:
The learner:

• Begins to use a limited number of learning strategies (e.g. follows instructions, takes literal notes, highlights or underlines key information, uses a calendar or agenda)
• Begins to identify ways to remember information and reinforce learning (e.g. reviewing notes)
• Creates “to do” lists to keep organized

Monitoring Learning:
The learner:

• Begins to monitor own learning
• Identifies preferred learning style
• Identifies one source of information (e.g. text, document, classmate, co-worker) to complete tasks
• Uses feedback to improve performance

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – E.1