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June 15 Dearborn Complete Cadre1
June 15 Dearborn Complete Cadre1
VMPs Ongoing Assessment Project(OGAP) was created as a part of the Vermont Mathematics Partnership funded by the US DOE 1
(S366A020002) and the National Science Foundation (EHR-0227057)
VMPs Ongoing Assessment Project(OGAP) was created as a part of the Vermont Mathematics Partnership funded by the US DOE 2
(S366A020002) and the National Science Foundation (EHR-0227057)
1
What this workshop cannot do…
VMPs Ongoing Assessment Project(OGAP) was created as a part of the Vermont Mathematics Partnership funded by the US DOE 3
(S366A020002) and the National Science Foundation (EHR-0227057)
Goals
• To map how fraction conceptual understanding and procedural
fluency develop and are applied across the middle school
years.
VMPs Ongoing Assessment Project(OGAP) was created as a part of the Vermont Mathematics Partnership funded by the US DOE 4
(S366A020002) and the National Science Foundation (EHR-0227057)
2
Major Research Considerations at Middle
School
• Whole number reasoning may interfere with development of
fraction concepts and procedural fluency (e.g., Post, Behr, Lesh &
Wachsmuth, 1986; VMP OGAP, 2005)
VMPs Ongoing Assessment Project(OGAP) was created as a part of the Vermont Mathematics Partnership funded by the US DOE 5
(S366A020002) and the National Science Foundation (EHR-0227057)
Representations of
Model
Fractions
Context Symbolic
Developing
Understanding
and
Procedural Fluency
Written
Oral
Word
VMPs Ongoing Assessment Project(OGAP) was created as a part of the Vermont Mathematics Partnership funded by the US DOE 6
(S366A020002) and the National Science Foundation (EHR-0227057)
3
Therefore - Workshop Foci
Developing understanding and procedural fluency –
how they represented in student work – and
implications for instruction
Day 1:
• Mapping fraction demand at middle grade
• Equivalence, magnitude, and density
Day 2: Operations
VMPs Ongoing Assessment Project(OGAP) was created as a part of the Vermont Mathematics Partnership funded by the US DOE 7
(S366A020002) and the National Science Foundation (EHR-0227057)
Mapping
Fraction Fraction Concept
Development and
Demand Application
Development
Foundational of Understanding Application in a
Concepts and Range of Situations
Elementary Grades Procedural Fluency Grades 7 +
Grades 4 - 6
VMPs Ongoing Assessment Project(OGAP) was created as a part of the Vermont Mathematics Partnership funded by the US DOE 8
(S366A020002) and the National Science Foundation (EHR-0227057)
4
Mapping Fraction Demand
• Identify the fraction concepts and skills new to the grade level.
• Identify applications of fraction concepts and skills at the grade level.
• Identify fraction knowledge that is assumed in order for students to be
successful learning new concepts and applying fraction concepts and
skills at the grade level
Grade Grade Grade
6 7 8
New to grade
level
Applied at
grade level
Assumed
knowledge
VMPs Ongoing Assessment Project(OGAP) was created as a part of the Vermont Mathematics Partnership funded by the US DOE 9
(S366A020002) and the National Science Foundation (EHR-0227057)
Evidence to Inform
Instruction
VMPs Ongoing Assessment Project(OGAP) was created as a part of the Vermont Mathematics Partnership funded by the US DOE 10
(S366A020002) and the National Science Foundation (EHR-0227057)
5
Session 1 B – Mapping Fraction Demand at Middle School
Applied at grade
level
Assumed knowledge
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number S366A020002) and the National Science Foundation (Award
Number EHR-0227057) v 1 June 3, 2009
Session 2B – Fraction warm-up
2) Identify three different errors student might make or misunderstandings that students
may bring to solving this problem.
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) Version 2.0 July 16, 2007
OGAP Fraction Item Analysis Sheets –Operations
Operations
Question # (s) ____
Fractional Strategy with an Error
Fractional Strategies Transitional Fractional Strategies or Misconception Non-Fractional Strategy
Efficient or generalizable strategy: Student generated model with
error: Whole number reasoning, not
• Number sense Successful student generated model • Wholes different sizes fractional reasoning
• Other
• Selected the wrong operation
given problem situation
• Other
Instructional Notes:
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) June 2, 2009
Sessions 2 – 10 Telling your Classroom’s Story
Based on analysis of student work and research answer the following questions to
help develop your classroom’s story
1) What are some patterns in your class of developing understandings that can be built
upon?
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) v 2.0 November 17, 2006
•
Session 2A
The Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US Department of
Researchers say…
The Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US Department of
Education (S366A0200002))Version 6.0 October 2, 2006
1
1
!
Because many students do not
see a fraction as a single value…
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The Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US Department of
Example 1
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Education (S366A0200002))Version 6.0 October 2, 2006
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The Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US Department of
Education (S366A0200002))Version 6.0 October 2, 2006
3
2
Example 1
The Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US Department of 5
Education (S366A0200002))Version 6.0 October 2, 2006
Example 3
The Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US Department of 6
Education (S366A0200002))Version 6.0 October 2, 2006
3
Example 4
The Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US Department of 7
Education (S366A0200002))Version 6.0 October 2, 2006
The Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US Department of 8
Education (S366A0200002))Version 6.0 October 2, 2006
4
VMP is a targeted
Math & Science
Partnership funded by
the National Science Mathematicians and Educators
Foundation
& working together to help all
the U.S. Department of
Education
Vermont children
succeed in mathematics
National Science Foundation,
grant award number EHR – 0227057
and U.S. Department of Education, www.vermontmathematics.org
grant award number S366A020002
The Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US Department of 9
Education (S366A0200002))Version 6.0 October 2, 2006
5
Session 3 C
Compare and Order Student Work Sort
1 June 3, 2009 OGAP was created as a part of the Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and US
DOE (S366A020002)
Compare and Order Student Work Sort
2 June 3, 2009 OGAP was created as a part of the Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and US
DOE (S366A020002)
Compare and Order Student Work Sort
3 June 3, 2009 OGAP was created as a part of the Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and US
DOE (S366A020002)
Compare and Order Student Work Sort
4 June 3, 2009 OGAP was created as a part of the Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and US
DOE (S366A020002)
Compare and Order Student Work Sort
5 June 3, 2009 OGAP was created as a part of the Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and US
DOE (S366A020002)
Compare and Order Student Work Sort
6 June 3, 2009 OGAP was created as a part of the Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and US
DOE (S366A020002)
Compare and Order Student Work Sort
7 June 3, 2009 OGAP was created as a part of the Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and US
DOE (S366A020002)
Compare and Order Student Work Sort
8 June 3, 2009 OGAP was created as a part of the Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and US
DOE (S366A020002)
Compare and Order Student Work Sort
9 June 3, 2009 OGAP was created as a part of the Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and US
DOE (S366A020002)
Compare and Order Student Work Sort
10 June 3, 2009 OGAP was created as a part of the Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and
DOE (S366A020002)
Compare and Order Student Work Sort
11 June 3, 2009 OGAP was created as a part of the Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and
DOE (S366A020002)
Compare and Order Student Work Sort
12 June 3, 2009 OGAP was created as a part of the Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and
DOE (S366A020002)
Compare and Order Student Work Sort
13 June 3, 2009 OGAP was created as a part of the Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and
DOE (S366A020002)
Research -
Comparing and
Ordering Fractions
Session 3 B
Comparing Fractions
Directions: Work with a partner to compare the fraction pairs below. Discuss your thinking
with your partner and record the strategies you used to make your comparisons.
1. 7.
4.
3 7 31 37
3 5
6 15 64 50
6 6
8.
5.
2. 8 15
1 1 25 50
11 9
7 5
13 11
6. 9.
3.
15 5 8 10
7 7 38 13 9 11
9 11
Created by Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and US DOE (S366A020002)
2
1
• Students should understand
and use flexibly the different
classes of fractions:
•Different Numerators, Same
Denominators;
•Same Numerators, Different
Denominators;
•Different Numerators,
Different Denominators.
(Behr, M.J., Lesh, R, and Post
(1981)
Identify examples
of different classes
of fractions.
Created by Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and US DOE (S366A020002)
3
Created by Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and US DOE (S366A020002)
4
2
Common Errors/Misconceptions
Created by Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and US DOE (S366A020002)
5
Created by Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and US DOE (S366A020002)
6
3
Looking at Your Own Mathematics Program
Cognitive Research and Mathematics Program
Comparing and Ordering Fractions Scan your program and makes notes
about opportunities students are provided to develop a variety of reasoning
strategies (i.e., modeling, unit fraction reasoning, extended unit fraction
reasoning, benchmarks, and equivalence/common denominators).
Based on your scan are there any modifications that you should make
to lessons on comparing and ordering to assure that students have the
opportunity to develop a range of reasoning strategies?
Created by Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and US DOE (S366A020002)
7
Summary
Created by Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and US DOE (S366A020002)
8
4
3A Fraction Pairs
Directions: Work with a partner. Identify which fraction in each of the pairs
is largest. Discuss your thinking with your partner and record the strategies
you used to make your comparisons.
3 5
1)
6 6
11 9
2)
13 11
7 7
3)
9 11
3 7
4)
6 15
1 1
5)
7 5
15 5
6)
38 13
31 37
7)
64 50
8 15
8)
25 50
8 10
9)
9 11
Instructional Notes:
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) June 2, 2009
Density of
Fractions
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by the US DOE (S366A020002) and NSF (EHR- 1
0227057)
Density of Fractions
• For any two given fractions, there is always
another fraction between them.
• For any two given fractions, the number of
fractions between them is infinite.
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by the US DOE (S366A020002) and NSF (EHR- 2
0227057)
1
Identifying fractions between fractions
For each fraction pair:
a) Find 3 fractions using at least 2 different
strategies.
b) Identify difficulties students might encounter.
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by the US DOE (S366A020002) and NSF (EHR- 3
0227057)
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by the US DOE (S366A020002) and NSF (EHR- 4
0227057)
2
Use of Area Model
?
Name two fractions that are between 1/3 and 3/4.
.
Do you think there are any other fractions besides the ones you
identified that are between 1/3 and
? !?
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by the US DOE (S366A020002) and NSF (EHR- 5
0227057)
Do you think there are any other fractions besides the ones you
identified that are between 1/3 and !?
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by the US DOE (S366A020002) and NSF (EHR- 6
0227057)
3
Misconception/error: There are more fractions between – but
identified equivalent fractions (26% (9/35)) (Petit, Laird, Marsden, in press 2010)
Do you think there are any other fractions besides the ones you
identified that are between 1/3 and !?
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by the US DOE (S366A020002) and NSF (EHR- 7
0227057)
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by the US DOE (S366A020002) and NSF (EHR- 8
0227057)
4
How could a number line be used to extend
this student’s understanding?
Name two fractions that are between 1/3 and 3/4.
Do you think there are any other fractions besides the ones you
identified that are between 1/3 and !?
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by the US DOE (S366A020002) and NSF (EHR- 9
0227057)
5
OGAP Fraction Item Analysis Sheets –Equivalence and Magnitude
Instructional Notes:
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) June 2, 2009
Session 4 A - The Density of Fractions
4 7
1) and
10 10
1 1
2) and
8 4
1 1
3) and
5 4
5 6
4) and
11 11
1 These materials were created by the Vermont Mathematics Partnership funded by the US Department of Education (Award number
S366A020002) and the National Science Foundation (Award number HER-0227057
Number Lines
Session 5 A
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by US DOE ( S366A020002) and NSF (EHR-0227057) 1
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by US DOE ( S366A020002) and NSF (EHR-0227057) 2
1
Features of Number Lines
1) Make a list of everything you notice about the number line. (The
teacher uses the lists to guide a whole-class discussion.)
2) Name the numbers represented on the number line that are below 0
and – 1)
.
1) Are there other numbers between the tick marks on the number line?
How could you determine what those numbers are?
(Adapted from Petit, Laird, Marsden, in press 2010)
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by US DOE ( S366A020002) and NSF (EHR-0227057) 3
Response 4
Response 3
Response 5
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by US DOE ( S366A020002) and NSF (EHR-0227057) 4
2
Anticipate Errors Misconceptions and
Effective Strategies
Place the following fractions in the correct location of the number line.
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by US DOE ( S366A020002) and NSF (EHR-0227057) 5
Building an understanding of
equivalence…
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by US DOE ( S366A020002) and NSF (EHR-0227057) 6
3
Building an understanding of
density of fractions
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by US DOE ( S366A020002) and NSF (EHR-0227057) 7
Building an understanding of
addition and subtraction of fractions
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by US DOE ( S366A020002) and NSF (EHR-0227057) 8
4
Session 5 B: Number Lines Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US DOE (S366A020002)
and NSF (HER-0227057)
Session 5 B: Number Lines Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US DOE (S366A020002)
and NSF (HER-0227057)
Session 5 B: Number Lines Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US DOE (S366A020002)
and NSF (HER-0227057)
Session 5 B: Number Lines Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US DOE (S366A020002)
and NSF (HER-0227057)
Session 5 B: Number Lines Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US DOE (S366A020002)
and NSF (HER-0227057)
Session 5 B: Number Lines Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US DOE (S366A020002)
and NSF (HER-0227057)
Session 5 B: Number Lines Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US DOE (S366A020002)
and NSF (HER-0227057)
Session 5 B: Number Lines Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US DOE (S366A020002)
and NSF (HER-0227057)
Session 5 B: Number Lines Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US DOE (S366A020002)
and NSF (HER-0227057)
Session 5 B: Number Lines Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US DOE (S366A020002)
and NSF (HER-0227057)
Session 5 B: Number Lines Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US DOE (S366A020002)
and NSF (HER-0227057)
OGAP Fraction Item Analysis Sheets –Equivalence and Magnitude
Instructional Notes:
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) June 2, 2009
Equivalence
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by US DOE (S366A020002) and NSF (EHR-0227057) 1
Equivalence
• Saying that two fractions are equivalent is saying
that the two numbers are different names
(symbols) for the same number.
• There are an infinite number of different names
for a given fraction.
• Understanding equivalence and having an
efficient procedure to find equivalent fractions is
critical as students encounter problems involving
comparing, ordering, and operating with
fractions.
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by US DOE (S366A020002) and NSF (EHR-0227057) 2
1
“Conceptual understanding of equivalent fractions involves
more than remembering a fact or applying a procedure”
(Wong & Evans, 2007, p. 826). -
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by US DOE (S366A020002) and NSF (EHR-0227057) 3
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by US DOE (S366A020002) and NSF (EHR-0227057) 4
2
What patterns and relationships do you
notice?
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by US DOE (S366A020002) and NSF (EHR-0227057) 5
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by US DOE (S366A020002) and NSF (EHR-0227057) 6
3
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.9$%&#$"12#$)'2.#,$:
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by US DOE (S366A020002) and NSF (EHR-0227057) 7
!"#$%&#$2+(#/"$.#/+*$%+$0//'"%,1%#$%&#$21%%031/
,#/1%0+)"&04"$%&1%$')(#,40)$%&#$4,+3#(',#$+5$50)(0)6$#7'081/#)%
5,13%0+)"$.9$2'/%04/90)6$%&#$)'2#,1%+,$1)($%&#$(#)+20)1%+,
.9$%&#$"12#$)'2.#,;
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by US DOE (S366A020002) and NSF (EHR-0227057) 8
4
• SORT – your student responses
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by US DOE (S366A020002) and NSF (EHR-0227057) 9
5
Session 7A: Attaining Procedural Fluency when Adding and Subtracting Fractions
Mrs. Plum, a fifth grade teacher, just returned from a workshop in which she and the
other fifth grade teachers in her school learned about the Mathematical Proficiencies.
Over the years Mrs. Plum saw professional development and mathematics materials
move back and forth between an emphasis on conceptual understanding and learning
procedures. For a long time her school had focused on learning procedures because it
took less time and frankly she and her peers never really “bought in” to the whole idea
about teaching for the concept being so important. Whenever she used materials from
workshops that focused on concepts she always felt like at the end of the activity – it
might have been fun for her and her students – but she wasn’t sure that the students
learned anything and the clock was ticking so she continued teaching procedures.
However, this year the fifth grade teachers gave the OGAP pre-assessment on fractions
and found that less than a quarter of the fifth grade students correctly added or subtracted
proper fractions. They found that it did not even matter if the denominators were the
same or different the students typically added numerators and denominators. Lindsey’s
work is typical of the 5th grade responses.
Lindsey’s Response
2 1
Tina ate of the candy in the candy jar. Her sister ate of the candy in
3 4
the candy jar. What is the fractional part of the candy left in the candy
jar? Explain your answer using words or diagrams.
1 (These materials were created by the Vermont Mathematics Partnership funded by the US Department of
Education (Award Number S366A020002) and the National Science Foundation (Award Number EHR-0227057) ©
Vermont Institutes 2007) November 26, 2007
There was other information that surprised the teachers. Some of the students who were
able to correctly add fractions did not seem to understand the magnitude of their
responses. Richard’s response makes this case.
Richard’s Response
This response really shocked the fifth grade teachers. Everybody agreed that there was a
problem. These kinds of responses prompted the teachers to attend the work shop on
Mathematical Proficiencies.
What they learned at the workshop surprised them. It wasn’t a question of teaching
procedures OR teaching the concept. They appear to be interconnected. An expert panel
indicated that “understanding makes learning skills easier, less susceptible to common
errors, and less prone to forgetting” as well as “a certain level of skill is necessary to
learn many mathematical concepts”1 This posed a new way of thinking for this team of
teachers.
The team decided that they needed to know what research said about the best way for
students to learn addition and subtraction of fractions for conceptual understanding that
would lead to procedural fluency.
There were a number of things they found that they felt would help them think through
these issues and challenge many of their long held beliefs about the importance of
teaching procedures.
1
Adding it Up, Chapter Four – The Strands of Mathematical Proficiencies, National Research Council
(2000).
2 (These materials were created by the Vermont Mathematics Partnership funded by the US Department of
Education (Award Number S366A020002) and the National Science Foundation (Award Number EHR-0227057) ©
Vermont Institutes 2007) November 26, 2007
They then found several things that could help them think about how to build concepts
for operating with fractions. They were centered on three big ideas.
! Use models to build understanding of operations:
o Concept learning is “maximized” when concepts are presented with a
“variety of physical contexts.” (Post, T.R., & Reys, R.E. (1979))
o Researchers have found that students who can use and move between
models when operating with fractions are more likely to reason with
fractions as quantities rather than apply whole number reasoning to their
solutions. (Towsey, A. (1989)).
! Build a sense of the magnitude of the fractions: Students who have a feeling for
the “bigness” of fractions are able to compare fractions, place fractions on
number lines, and operate with fractions more effectively. (Bezuk, N. S., and
Bieck, M. (1993))
! Provide a variety of contexts for students to solve problems: Students should
experience a variety of situations (contexts) in which they need to recognize the
appropriate fraction operation and then solve problems accordingly. (Huinker, D.
(2002))
Using knowledge from readings and professional development they received through
OGAP the teachers were committed to building understanding of operations using
models, partitioning understanding, and reasoning derived from the impact of partitioning
models.
They all agreed that the goal was for their students to attain procedural fluency when
operating with fractions. That is, “students should have knowledge of procedures,
knowledge of when and how to use them appropriately, and skill in performing them
flexibly, accurately, and efficiently (Adding it Up: Helping Children Learn Mathematics
2001).
To support each other they decided to meet once a week during the fraction unit. The
discussions would focus on evidence in student work and how to use students’
developing understandings to build procedural fluency.
The following are student responses to OGAP items with questions that the fifth grade
teachers brought to their team meeting. Read through all the cases. Respond in depth to
the case that you are assigned. Be prepared to discuss your thinking to the full group.
3 (These materials were created by the Vermont Mathematics Partnership funded by the US Department of
Education (Award Number S366A020002) and the National Science Foundation (Award Number EHR-0227057) ©
Vermont Institutes 2007) November 26, 2007
Mrs. Plum: Mrs. Plum brought Roberto’s work to the team meeting. She was both
excited by the work and concerned. Mrs. Plum said, “Roberto obviously understood the
context of the problem by selecting the correct operations to solve the problem. This is
great news. I am also assuming that we want students to add and subtract using efficient
strategies like Roberto did below, but I wonder if Roberto understood the algorithm he
used to add the fractions. How do I know? At what point do I need to stop worrying
about the understanding part and just accept the efficient application of an algorithm”
Roberto’s Response
4 (These materials were created by the Vermont Mathematics Partnership funded by the US Department of
Education (Award Number S366A020002) and the National Science Foundation (Award Number EHR-0227057) ©
Vermont Institutes 2007) November 26, 2007
Mr. Laird: Mr. Laird brought this student response to the team meeting. Mr. Laird felt
that Mathew’s response provides evidence that he has a strong conceptualization when
2 3
comparing to using both an area model and a number line. Many of his students are
5 10
using models and have similar understandings evidenced in their work. He thought this
might be a good opportunity to bridge equivalence to addition and subtraction of
fractions and wanted the group’s help.
5 (These materials were created by the Vermont Mathematics Partnership funded by the US Department of
Education (Award Number S366A020002) and the National Science Foundation (Award Number EHR-0227057) ©
Vermont Institutes 2007) November 26, 2007
Ms. Cunningham: Ms. Cunningham shared Kim’s student work found below. Even
2
though students have been modeling fractions when asked questions like “show me
3
using an area model” when asked the candy jar problem below, many students (like Kim)
were unable to use models to solve the problems. She is asking for advice on how to
transition students to using models accurately to solve problems involving addition and
subtraction.
Kim’s Response
2 1
Tina ate of the candy in the candy jar. Her sister ate of the candy in the
3 4
candy jar. What is the fractional part of the candy left in the candy jar?
Explain your answer using words or diagrams.
6 (These materials were created by the Vermont Mathematics Partnership funded by the US Department of
Education (Award Number S366A020002) and the National Science Foundation (Award Number EHR-0227057) ©
Vermont Institutes 2007) November 26, 2007
Mr. Hill: Mr. Hill has been spending a lot of time working on estimating sums and
differences. He decided to give the problem below to his students and bring a sample of
typical responses to the team meeting. The thing that pleased him the most was that all
the students recognized the sum was closest to 1 and had evidence that supported this
understanding. However, he felt the goal was for students to have a “mental picture” of
the magnitude of these fractions like Leslie appears to have. He wonders what he should
do next for students like Cody and Oscar to help them have a better sense of the
magnitude of these fractions.
Oscar’s Response
Leslie’s
7 (These materials were created by the Vermont Mathematics Partnership funded by the US Department of
Education (Award Number S366A020002) and the National Science Foundation (Award Number EHR-0227057) ©
Vermont Institutes 2007) November 26, 2007
Ms. Petit: Ms. Petit was working with a student helping him to understand addition of
proper fractions. She quickly realized that Emmanuel could add/subtract fractions with
common denominators, but not with unlike denominators, and he could draw models for
1 3
almost any reasonable fraction. For example, when asked to solve the problem ( ! =)
8 8
Emmanuel used a model to add the fractions correctly.
Solution 1:
1 3 1 1
However, when he was asked to solve these problems ( ! " and ! " ) he incorrectly
2 8 2 3
tried to apply the same thinking he used in Solution 1.
Solution 2 Solution 3
Ms. Petit is asking for help on how to get students to use models effectively to add and
subtract fractions with unlike denominators and how to connect the models to an
understanding the meaning of common denominators.
8 (These materials were created by the Vermont Mathematics Partnership funded by the US Department of
Education (Award Number S366A020002) and the National Science Foundation (Award Number EHR-0227057) ©
Vermont Institutes 2007) November 26, 2007
7 B Reasoning with Fractions – Warm-up
a. The numerator and the denominator are increasing at the same rate.
c. The numerator and the denominator are both increasing but the denominator is
increasing at a faster rate.
e. The numerator and the denominator are both multiplied by the same number.
4) Using each of the numbers 5, 6, 7, and 8 only once (for each problem) construct 2
fractions that result: (Provide a rationale for the selection of each fraction pair.)
1 June 2009
7 B – Operations Warm-up Day 2
Observations/Notes:
2 June 2009
Session 8 B Multiplication Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1 June 11, 2009
Session 8 B Multiplication Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1 June 11, 2009
Session 8 B Multiplication Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1 June 11, 2009
Session 8 B Multiplication Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1 June 11, 2009
Session 8 B Multiplication Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1 June 11, 2009
Session 8 B Multiplication Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1 June 11, 2009
Session 8 B Multiplication Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1 June 11, 2009
Session 8 B Multiplication Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1 June 11, 2009
Session 8 B Multiplication Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1 June 11, 2009
8 A Case Study – finding the fractional part of a whole
Mr. Smith is a sixth grade teacher. Among other questions he asked his students to solve
the following problem.
Students, for the most part, found 5 of the figure as Thomas and Dyson did in the
8
responses below.
Shade 5 of the figure
8
Both responses had the correct answer (the correct number of boxes are shaded),
but each used different strategies to solve the problem. If this question was on MEAP
both students would have answered the question correctly. He wondered, however, if it
mattered if the strategy used to solve the problem was different as long as students got the
right answer. He brought the question to the other sixth grade teachers. They could not
agree if it mattered from a student learning and instructional perspective.
To explore this issue answer questions 1, 2, and 3 below. However, they could not agree
if it mattered from a student learning and instructional perspective.
5
1) Based on the evidence in the student work, what understanding of finding of
8
the figure does Thomas have? What is the evidence?
1 Adapted from materials developed as a part of Vermont Mathematics Partnership funded by a grant provided by the US Department
of Education (Award Number S366A020002) and the National Science Foundation (Award Number EHR-0227057) June 2009
Version 10.0
8 A Case Study – finding the fractional part of a whole
5
2) Based on the evidence in the student work, what understanding of finding of
8
the figure does Dyson have? What is the evidence?
c) Understanding why 1 x= x
3 3
2 Adapted from materials developed as a part of Vermont Mathematics Partnership funded by a grant provided by the US Department
of Education (Award Number S366A020002) and the National Science Foundation (Award Number EHR-0227057) June 2009
Version 10.0
Session 9 B Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 B Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 B Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 B Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 B Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 B Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 B Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 B Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 B Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 B Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 B Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 B Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 C Partitive Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 C Partitive Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 C Partitive Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 C Partitive Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 C Partitive Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 C Partitive Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 C Partitive Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 C Partitive Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 C Partitive Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 C Partitive Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 C Partitive Division Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
9A – Division Problems
1) Cassie has 5 1 4 yards of ribbon to make 3 bows for birthday packages. How much
ribbon should she use for each bow if she wants to use the same amount of ribbon
for each bow?
2) Linda has 4 2 3 yards of materials. She is making baby clothes for the bazaar. Each
dress pattern requires 1 1 6 yards of material. How many dresses will she be able
to make from the material that she has?
GOAL: To develop a strategy that builds upon students pre-existing knowledge as they
engage in mathematics topics in middle school that assume prior fraction understanding
and procedural fluency.
Choose one fraction related topic “new to your grade” (e.g., ordering negative
fractions) and one that requires “application” (e.g., solving proportions) at your grade
level.
Based on research identify developing understandings that you may be able to build
upon, and common errors or misconceptions that may interfere with students learning
the “new topic” or solving problems involving the “applied topic”?
1 OGAP was developed as a part of 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) June 2009
10 A - Transitioning from elementary school fraction demand to middle school demand
If you have pre-assessment information for the students you will be teaching next
year, skip to step 5.
Select 4 -5 OGAP questions that you can use in the fall to pre-assess your students
developing understanding related to the “new topic” and to the “applied topic.”
Provide a rationale for the items that you selected.
2 OGAP was developed as a part of 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) June 2009
10 A - Transitioning from elementary school fraction demand to middle school demand
If you do not have pre-assessment information for the students you will be teaching
this fall, skip to # 6.
STEP 5:
NOTE: If the pre-assessment questions do not provide the evidence that you need to
inform the topics identified GO BACK to step 4.
3 OGAP was developed as a part of 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) June 2009
10 A - Transitioning from elementary school fraction demand to middle school demand
STEP 6:
Based on the evidence in the pre-assessment, your answers to question # 3, and our
discussions over the last two days, develop an activity that provides your students with
the connection between what they know and understand (or don’t understand) and the
“new topic” and to the “applied topic.”
4 OGAP was developed as a part of 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) June 2009
9A – Division Problems
4A)
4B)
Jim has some wire left. Is that fraction left over a fraction of a decoration or a
fraction of a yard? Justify your answer.
Study each of the problems below. Describe the type of unit (e.g., rate) found in the
divisor, dividend, and quotient.
Cassie -
Linda -
Explain why?
5) Aiden found out that if she walks really fast during her morning exercise she can
cover 2 1 2 miles in 3 4 of an hour. She wonders how fast she is walking in miles
per hour.
Model for making connections (e.g., Behr et al., 1984; Behr & Post, 1992; Wong &
Evans, 2007; Payne, 1976; Lesh, Landau, & Hamilton, 1983 ).
Model
Context Symbolic
Developing
Understanding
and
Procedural Fluency
Written
Oral
Word
June 8, 2009 OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of
Education (Award Number S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
OGAP Fraction Framework (June 2009)
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)