Application Exercise 15.1: Observing and Responding to Student Thinking
Application Exercise 15.1: Observing and Responding to Student Thinking Click the link below to watch a fifth-grade student solve the problem, “Use the ruler to illustrate the sums and differences” then answer the questions that follow. Adding and Subtracting Mixed Numbers: Linear Model https://mediaplayer.pearsoncmg.com/assets/chapter_16_p_377_mw_gr5 Question Part 1 What is the approach that this particular student used to solve these problems? Part 2 What question(s) might you pose to help the student recognize her error in the first problem? Part 3 What can you conclude about this student’s understanding of and use of the unit fraction? Part 4 What are the advantages and disadvantages of using an inch ruler as a visual to find the results of these problems? Application Exercise 15.2: Developing the Algorithm Apply your understanding of the learning from this chapter. When finished, submit your answers. Watch as this student explores a fraction models to connect to the algorithm. Click the link to watch the video and then answer the questions. Stephanie https://mediaplayer.pearsoncmg.com/assets/imap-0379_iPad Question Part 1 How is the instructional sequence used in this video support the ideas presented in this chapter? Part 2 Based on what you have seen of this student’s work, how would you assess her conceptual understanding of addition of fractions? Part 3 If Stephanie were your student, how would you address her misconceptions? Application Exercise 15.3: Observing and Responding to Student Thinking Click the link below to watch a fifth-grade student solve the problem, “Zack had two thirds of the lawn left to cut. After lunch, he cut three fourths of the lawn he had left. How much of the whole lawn did Zack cut after lunch?” then answer the questions that follow. Subdividing the Unit Parts: Zack’s Lawn Problem https://mediaplayer.pearsoncmg.com/assets/chapter_16_p_387_alw_gr5_2 Question Part 1 What’s happening in this problem? What will the answer tell us? Part 2 The student concludes that Zack has mowed one third (1/3) and one half (1/2)of one third(1/3) of the lawn after lunch. Is this expression correct? Why or why not? Part 3 What question(s) might you pose to the student to help her connect her diagram to the expression she revealed in her partially completed solution? Part 4 In addition to diagrams, using a paper strip and partitioning is an effective way to solve multiplication problems, especially when they require additional partitioning (Siebert & Gaskin, 2006). How would you show this solution using paper folds or strips?
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