Intermediate+7-9+Round+1+May+2013

= Intermediate Round 1 = You divide two fractions and the answer is slightly less than 7/8. What might the fractions be? How did you figure it out? Source: Marian Small - Past Presentations and resources []

Questions To Consider
As you view the student thinking about the problem consider 2-3 of the following questions to focus on. Please __**join this wiki**__ to share your thinking to the posted questions or a sample of a student solution on a division page. When you request to __**Join Now**__ (top left of menu bar) please identify your board, role and grades you teach, or are responsible for.

Solution A: [] What does the student know/understand?

What strategies does the student use to solve the problem? What additional strategies should the student consider?

What probing questions would you ask the student?

What scaffolding questions would you ask the student?

What feedback would you give the student? You might consider focusing on the mathematical processes or the student’s next steps.

What are your next steps for instruction?

Solution B: [] What does the student know/understand?

What strategies does the student use to solve the problem? What additional strategies should the student consider?

What probing questions would you ask the student?

What scaffolding questions would you ask the student?

What feedback would you give the student? You might consider focusing on the mathematical processes or the student’s next steps.

What are your next steps for instruction?

Solution A Paper: What does the student know/understand?

What strategies does the student use to solve the problem? What additional strategies should the student consider? Donna: To create the two fractions the student uses the strategy that if a x b = c then a = c/b.

What probing questions would you ask the student? Donna: Do you have to use 1 for the numerator when you are multiplying? Donna: Would similar patterns exist for different numerators? Donna: Do both fractions have to be smaller than 1? Donna: Can you find a fraction closer to 7/8 than 6/8?

What scaffolding questions would you ask the student?

What feedback would you give the student? You might consider focusing on the mathematical processes or the student’s next steps. Donna: How can you communicate your strategy more efficiently using mathematical symbols?

What are your next steps for instruction?

Solution B Paper: What does the student know/understand?

What strategies does the student use to solve the problem? What additional strategies should the student consider?

What probing questions would you ask the student?

What scaffolding questions would you ask the student?

What feedback would you give the student? You might consider focusing on the mathematical processes or the student’s next steps.

What are your next steps for instruction?


 * Reflections/Comments on using this problem with your students: **
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