3B - Interpreting the Meaning of Quantities Case Study

Part I: The student work below shows four different ways that a student may not be interpreting the meaning of the quantities in the
problem or in the solution. Review the student work and then answer the questions for each response.

Student Response A 1) What is the evidence that the student may not be interpreting the
meaning of the quantities in the problem?

2) Suggest some questions you might ask each student or activities

you might do to help them understand the meaning of the quantities
in the problem and the solution.

1 version 1.0 June 20, 2008 The Vermont Mathematics Partnership is funded by a grant provided by the US Department of Education
(Award Number S366A020002) and the National Science Foundation (Award Number EHR-0227057)
3B - Interpreting the Meaning of Quantities Case Study

Student Response B
1) What is the evidence that the student may not be
interpreting the meaning of the quantities in the problem?

2) Suggest some questions you might ask each student or

activities you might do to help them understand the
meaning of the quantities in the problem and the solution.

2 version 1.0 June 20, 2008 The Vermont Mathematics Partnership is funded by a grant provided by the US Department of Education
(Award Number S366A020002) and the National Science Foundation (Award Number EHR-0227057)
3B - Interpreting the Meaning of Quantities Case Study

1) What is the evidence that the student may not be

interpreting the meaning of the quantities in the
problem?
Student Response C

2) Suggest some questions you might ask each

students or activities you might do to help them
understand the meaning of the quantities in the
problem and the solution.

3 version 1.0 June 20, 2008 The Vermont Mathematics Partnership is funded by a grant provided by the US Department of Education
(Award Number S366A020002) and the National Science Foundation (Award Number EHR-0227057)
3B - Interpreting the Meaning of Quantities Case Study

Student Response D 1) What is the evidence that the student may not be
interpreting the meaning of the quantities in the
problem?

2) Suggest some questions you might ask each

students or activities you might do to help them
understand the meaning of the quantities in the
problem and the solution.

4 version 1.0 June 20, 2008 The Vermont Mathematics Partnership is funded by a grant provided by the US Department of Education
(Award Number S366A020002) and the National Science Foundation (Award Number EHR-0227057)
3B - Interpreting the Meaning of Quantities Case Study

Part II: What evidence in the student solution below of the student understanding both the meaning of the quantities in the problem
and the solution?

5 version 1.0 June 20, 2008 The Vermont Mathematics Partnership is funded by a grant provided by the US Department of Education
(Award Number S366A020002) and the National Science Foundation (Award Number EHR-0227057)