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Name: _____________________________________________________ 4. NF. 4 Date: _____________________ 3 1 3 Mike told his mom that 8 is the same as 8 . Do you think Mike’s mom agrees or disagrees with Mike? Draw a model to prove your answer. Explain your thinking with an explanation and number sentence? Visual Display Explanation _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ Elementary Mathematics Office • Howard County Public School System • 2013-2014 Teacher notes: Student Learning Targets for this task may include: I can explain why a/b = a x 1/b using models. For example, 3/4 = 1/4 + 1/4 + 1/4 = 3 x 1/4. I can decompose a fraction into multiple unit fractions. 5 x 7/8 = 5 x (7 x 1/8) = (5 x 7) x 1/8 = 35 x 1/8 -or- 35/8. I can solve word problems that involve a whole number and a fraction. Not yet: Student shows evidence of misunderstanding, incorrect concept or procedure Got It: Student essentially understands the target concept. Unsatisfactory: Little Accomplishment Marginal: Partial Accomplishment Proficient: Substantial Accomplishment Excellent: Full Accomplishment The task is attempted and some mathematical effort is made. There may be fragments of accomplishment but little or no success. Further teaching is required. Part of the task is accomplished, but there is lack of evidence of understanding or evidence of not understanding. Further teaching is required. Student could work to full accomplishment with minimal feedback from teacher. Errors are minor. Teacher is confident that understanding is adequate to accomplish the objective with minimal assistance. Strategy and execution meet the content, process, and qualitative demands of the task or concept. Student can communicate ideas. May have minor errors that do not impact the mathematics. Adapted from Van de Walle, J. (2004) Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Pearson Education, 65 Elementary Mathematics Office • Howard County Public School System • 2013-2014