Junior+Round+1+May+2013

= Junior Round 1 April 2013 = You multiply two numbers and the answer is 24 more than one of the numbers. What could the numbers have been? 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? Irene: He understands the relationships between the factors and the product. What strategies does the student use to solve the problem? What additional strategies should the student consider? Irene: He uses 'Guess and Check'. He could try using a table to determine other solutions. What probing questions would you ask the student? Irene: Are there other numbers that would work? How would you know if you have them all? What scaffolding questions would you ask the student? Irene: What other strategies could you use?

What feedback would you give the student? You might consider focusing on the mathematical processes or the student’s next steps. Irene: You used Guess and Check. What other strategies could you use? What are your next steps for instruction? Irene: Organizing work in a table.

Solution B: [] What does the student know/understand? Irene: The student understands factors and differences of 24. What strategies does the student use to solve the problem? What additional strategies should the student consider? Irene: The student tried a random Guess & Check and realized it was not very efficient. They then used a refined Guess and Check by staring off with the product and subtracting 24. They could consider using an organized table. What probing questions would you ask the student? Irene: How did you choose the numbers 30, 28 and 26 to subtract 24 from? Are there other numbers that would work? How ould you know if you had them all? What scaffolding questions would you ask the student? Irene: What other strategy might you try? What feedback would you give the student? You might consider focusing on the mathematical processes or the student’s next steps. Irene: Is there a strategy that you might use that would organize your work? What are your next steps for instruction? Irene: Organizing work in a table


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