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    Mr. Clark, a 7th grade teacher, wants to assess his incoming students' understanding of fractions, decimals, and percents before the school year starts. He plans to give them a simple ordering task involving a decimal, percent, and another decimal to get a baseline of their skills and knowledge in comparing rational numbers. The item will help the teacher understand where to focus his instruction at the beginning of the year.

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    Mr. Clark, a 7th grade teacher, wants to assess his incoming students' understanding of fractions, decimals, and percents before the school year starts. He plans to give them a simple ordering task involving a decimal, percent, and another decimal to get a baseline of their skills and knowledge in comparing rational numbers. The item will help the teacher understand where to focus his instruction at the beginning of the year.

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    11 views1 page

    Task Trevor'sProblem

    Uploaded by

    nesrinc
    Mr. Clark, a 7th grade teacher, wants to assess his incoming students' understanding of fractions, decimals, and percents before the school year starts. He plans to give them a simple ordering task involving a decimal, percent, and another decimal to get a baseline of their skills and knowledge in comparing rational numbers. The item will help the teacher understand where to focus his instruction at the beginning of the year.

    Copyright:

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    of 1

    MMSTLC Session 3 GVSU 07/28/08

    Fractions, Decimals, and Percents

    Mr. Clark, a 7th grade teacher, is preparing to begin a new school year. He knows
    that fractions, decimals, and percents make up a large portion of the 4th – 6th grade
    curriculum, and wants to see how much his incoming 7th graders understand about
    ordering and comparing rational numbers. Therefore, he decides to give his
    students the following OGAP item because it does not seem too intimidating for
    students at the beginning of the year and he hopes it will provide him with some
    useful baseline information.

    Trevor ordered the following numbers from smallest to largest. Is


    Trevor correct? Why or why not?

    Trevor’s Order

    .8 9% .55

    Answer the two questions on page 1 of the handout Analyzing and Working
    with Student Thinking.

    The Vermont Mathematics Partnership 07/12/08

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