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1 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
2 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
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VMP OGAP Design
Team members
• Leslie Ercole,VMP
• Plus over 250 Vermont and
• Linda Gilbert, Dotham Brook School
Alabama teachers and about
• Kendra Gorton, Milton Elementary School
• Steph Hockenbury, Chamberlin School
5000 students who participated
• Beth Hulbert, Barre City Elementary and Middle School
in OGAP Exploratory Studies in
• Amy Johnson, Milton Elementary School
2004 and 2005, and 2006 -2007
• Bob Laird, VMP
and 2007-2008 roll-outs.
• Ted Marsden, Norwich University
• Karen Moylan, Former VMP Active OGAP National
• Cathy Newton, Dotham Brook School Advisory Board
• Susan Ojala, Vermont Mathematics Initiative
• Mary Lindquist, Callaway Professor of
• Marge Petit, Marge Petit Consulting, MPC
•
Mathematics Education, Emeritus; Past
Regina Quinn, VMP President of the National Council of Teachers
• Loree Silvis, VMP of Mathematics
3 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
2005 Study
revisions
Cognitive
Labs
Sub-studies and
revisions
4 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
2
The VMP Ongoing Assessment Project (OGAP)
was developed to respond to two needs:
5 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
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Four Principles
that Guided OGAP Thinking,
Work, and Products
7 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
Design Principles
• Principle 1: Build on Pre-existing
Knowledge (National Research Council, 2000)
8 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
4
Principle 3: Use Frequent
Formative Assessment
Examples Non-examples
9 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
10 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
5
Principle 3: Use Frequent
Formative Assessment
11 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
12 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
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Principle 4: Build Assessment on
Cognitive Research
14 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
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Understand Evidence in Student
Work Used to Inform Instruction
Shade 5 of the figure
8
Thomas’s Response Dyson’s Response
15 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
16 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
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OGAP PROPORTIONALITY FRAMEWORK (11/2008)
Structures of Problem Students move back and forth
between proportional strategies,
and non-proportional reasoning,
Mathematical Topics Problem Multiplicative Relationships Ratio depending upon the structure of
and Context Types Relationships the problem, the context in
Ratios Ratio Both integral Part: Whole which the problem is situated,
Rates (Density) Rate Both non-integral Part: Part and the strength of their
Rates (D=RT) Comparison Some non-integral proportional reasoning.
Rates (Buy/Consume) Missing value Ratio Referents
Similarity Scale factor Numbers (Cramer, Post & Currier, 1993;
Implied
Scale Qualitative Karplus, Pulos & Stage, 1983;
All integers Explicit
Probability Non-proportional VMP OGAP Pilots, 2006 & 2007)
All non-integers
Percents
Both integer and non-integer Representations
Linear equitations
Linear patterns and Graph
relationships Internal structure Table
Slope Parallel structure Model
Frequency distributions Non-parallel structure
A derivative OGAP product created for MMSTLC November 2008. Original materials were developed as a part of The 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) November 25, 2008 Version
Teachers say...
•that knowledge of research coupled
with tools and resources sensitive to the
research helps them…
• Understand the purposes of activities
in mathematics programs;
• Use evidence in student work to
inform instruction;
• Strengthen and focus initial
instruction;
• Respond to evidence in student work
as instruction proceeds.
17 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
Mathematical Other
Topics And Structures
Contexts
Evidence in Student
Work to Inform Instruction
18 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
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Graphic Comment Mid-year Student self
organizers only grading exams assessment
Non-graded Non-graded Student
Graded pre-
pre- exit work
assessments
assessment questions analysis
End of Unit Probing Screening
Homework
Projects questions Exams
Sharing
Stanford Algebra
NCLB assessment
Achievement Readiness
Assessments criteria with
Tests Test
students
Teacher Math
Weekly quiz Unit Tests
observation worksheet
Comment only
grading
Session 1, Formative Assessment 1
Non-graded pre-
assessment
Graded pre-
assessments
Session 1, Formative Assessment 2
End of Unit Projects
Homework
Session 1, Formative Assessment 3
NCLB Assessments
Stanford
Achievement Tests
Session 1, Formative Assessment 4
Teacher observation
Weekly quiz
Session 1, Formative Assessment 5
Mid-year exams
Student self
assessment
Session 1, Formative Assessment 6
Non-graded exit
questions
Student work
analysis
Session 1, Formative Assessment 7
Probing questions
Screening Exams
Session 1, Formative Assessment 8
Algebra Readiness
Test
Sharing assessment
criteria with students
Session 1, Formative Assessment 9
Math worksheet
Unit Tests
Session 1, Formative Assessment 10
FORMATIVE
ASSESSMENT
EXAMPLES
NON-EXAMPLES
Session 1, Formative Assessment 11
NOT SURE
Proportionality
Examples of proportional situations: Non-examples of proportional situations:
A derivative OGAP product created for MMSTLC October 2008. Original materials were developed as a part of The
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)
Warm-up OGAP Proportionality
1) Based on the shape of the graphs below select the graph that
represents a proportional situation.
a) Explain your choice and why the others were not selected.
b) These graphs were intentionally not labeled. Provide three
different situations (contexts) that would fit the graph you
selected. Label the axis given each context (do not put on a
scale).
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)
1) Carrie is packing apples. It takes 3 boxes
to pack 2 bushels of apples. How many
boxes will she need to pack 8 bushels of
apples? Show all your work for this
problem.
Case Study
A sixth grade teacher is starting a unit on proportionality and is reviewing the set of the problems at the end of the chapter to get an
idea of what her students should be able to do by the end of the unit. She notices that there is no instruction on using cross products in
the unit, but there is an emphasis on other strategies to solve proportionality problems.
As she looks at the problems, she thinks some of the problems will be more difficult than the other problems. She decides to sort the
problems into piles to help her think about features of problems she needs to think about as the unit progresses.
Step 1: With a partner sort the problems into three categories – 1) Easiest; 2) Moderate difficulty; 3) Most challenging
Step2: Make notes of features of the problems that would make them more or less challenging for students.
1 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
3.2 - Structures of Proportiojnality Problems Case Study
Unit Review
1) Carrie is packing apples. It takes 3 boxes to pack 2 bushels of apples. How many boxes will she need to pack 8 bushels of apples?
Show all your work for this problem.
2) Paul’s dog eats 20 pounds of food in 30 days. How long will it take Paul’s dog to eat a 45 pound bag of dog food? Show all your
work for this problem.
3) Bob’s shower uses 18 gallons of water every 3 minutes. How many gallons of water does Bob use if he takes a 13 minute shower?
Show all your work for this problem.
Town A Town B
60 square miles 40 square miles
480 raccoons 380 raccoons
Karl says that Town A has more raccoons per square mile. Josh says that Town B has more raccoons per square mile. Who is right?
Justify your answer.
5) Nate’s shower uses 4 gallons of water per minute. How much water does Nate use when he takes a 15 minute shower?
6) Big Horn Ranch raises 100 horses on 150 acres of pasture. Jefferson Ranch raises 75 horses on 125 acres of pasture. Which ranch
has more acres of pasture per horse? Explain your answer using words, pictures, or diagrams.
2 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
3A.1 - Multiplicative Relationship Case Study
While the sample doesn’t fully represent all the strategies that were evidenced, it
does provide a lens into the findings that illustrate the impact of changing the
multiplicative relationships as students solved these problems.
[There are two parts to this Case. Part 1 is focused on the problems used in the
study. Part 2 (page 3) is focused on an analysis of student work.]
Part 1:
1) Solve each problem
2) Identify the multiplicative relationship within and between the ratios for
each problem
3) Anticipate difficulties that students might have when solving each problem
Pilot 1
A school is enlarging its playground. The dimensions of the new playground are
proportional to the dimensions of the old playground.
80 ft.
1 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) October 2008 v2
3A.1 - Multiplicative Relationship Case Study
Pilot 2
180 ft.
30 ft.
50 ft.
Pilot 3
Susan is enlarging her garden. The dimensions of the new garden are
proportional to the dimensions of the old garden.
7 ft.
13 ft.
19.5 ft.
2 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) October 2008 v2
3A.1 - Multiplicative Relationship Case Study
With a partner review the sets of student work from the study.
Discussion Questions;
3 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) October 2008 v2
1 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) July 17, 2007
2 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) July 17, 2007
3 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) July 17, 2007
4 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) July 17, 2007
5 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) July 17, 2007
6 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) July 17, 2007
7 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) July 17, 2007
8 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) July 17, 2007
9 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) July 17, 2007
10 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) July 17, 2007
11 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) July 17, 2007
12 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) July 17, 2007
13 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) July 17, 2007
14 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) July 17, 2007
15 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) July 17, 2007
16 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) July 17, 2007
17 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) July 17, 2007
18 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) July 17, 2007
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?
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 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
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?
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)
1 These materials were created by the 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)
2 These materials were created by the 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)
3 These materials were created by the 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)
4 These materials were created by the 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)
5 These materials were created by the 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)
6 These materials were created by the 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)
7 These materials were created by the 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)
8 These materials were created by the 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)
9 These materials were created by the 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)
Structures of Proportionality
Problems
Modified October
2008
Original materials created as a part of the Vermont Mathematics Partnership Ongoing Assessment
Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 2
Science Foundation EHR-0227057 and the US Department of Education S366A020002)
1
Structure of the problems
that students solve
Structure refers to –
how the problems are
built
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 3
Science Foundation EHR-0227057 and the US Department of Education S366A020002)
• Context (Heller, Post, & Behr, 1985; Karpus, Polus, & Stage, 1983)
• Types of problems (Lamon, 1993)
• Complexity of the numbers (Harel & Behr, 1993)
• Meaning of quantities as defined by the
context and the units (Silver, 2006 Vermont meeting; VMP OGAP Pilots, 2006)
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 4
Science Foundation EHR-0227057 and the US Department of Education S366A020002)
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A Research Finding
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 5
Science Foundation EHR-0227057 and the US Department of Education S366A020002)
Multiplicative Relationships
Non-integral Integral
multiplicative multiplicative
relationship
3 boxes x boxes relationship
=
2 bushels 8 bushels
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 6
Science Foundation EHR-0227057 and the US Department of Education S366A020002)
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Multiplicative Relationships
Non-integral
multiplicative Integral
relationship multiplicative
relationship
3 boxes 2 bushels
=
x boxes 8 bushels
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 7
Science Foundation EHR-0227057 and the US Department of Education S366A020002)
Multiplicative Relationships
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 8
Science Foundation EHR-0227057 and the US Department of Education S366A020002)
4
A Research Finding
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 9
Science Foundation EHR-0227057 and the US Department of Education S366A020002)
• Context (Heller, Post, & Behr, 1985; Karpus, Polus, & Stage, 1983)
• Types of problems (Lamon, 1993)
• Complexity of the numbers (Harel & Behr, 1993)
• Meaning of quantities as defined by the
context and the units (Silver, 2006 Vermont meeting; VMP OGAP Pilots, 2006)
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 1
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Case Study - Multiplicative Relationships
(VMP Pilot Study, Grade 7 Students, n=153)
40 ft.
120 ft.
80 ft.
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 1
Science Foundation EHR-0227057 and the US Department of Education S366A020002) 1
Part 2
Discussion with a partner:
• Identify the multiplicative or additive relationship evidenced
in the student response (e.g., x 3, between figures; + 6, within figures).
• Place your analysis in the cell that corresponds with the
student number and pilot number in the table on page 3.
• Complete Discussion Questions on page 3.
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 1
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6
Multiplicative Relationships Study:
Discussion Questions
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Structures of Proportionality Problems
• Context (Heller, Post, & Behr, 1985; Karpus, Polus, & Stage, 1983)
• Types of problems (Lamon, 1993)
• Complexity of the numbers (Harel & Behr, 1993)
• Meaning of quantities as defined by the
context and the units (Silver, 2006 Vermont meeting; VMP OGAP Pilots, 2006)
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 1
Science Foundation EHR-0227057 and the US Department of Education S366A020002) 5
Context Matters
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 1
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Context Matters
Which contexts might be more familiar to students?
How does proportionality show up in these different contexts?
• The scale factor relating two similar rectangles is 1.5. One side of
the larger rectangle is 18 inches. How long is the corresponding
side of the smaller rectangle?
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 1
Science Foundation EHR-0227057 and the US Department of Education S366A020002) 7
• Context (Heller, Post, & Behr, 1985; Karpus, Polus, & Stage, 1983)
• Types of problems (Lamon, 1993)
• Complexity of the numbers (Harel & Behr, 1993)
• Meaning of quantities as defined by the
context and the units (Silver, 2006 Vermont meeting; VMP OGAP Pilots, 2006)
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 1
Science Foundation EHR-0227057 and the US Department of Education S366A020002) 8
9
Types of Problems
• Ratio
• Rate
• Rate and ratio comparisons
• Missing value
• Scale factor
• Qualitative questions
• Non- proportional
OGAP Proportionality Framework
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Types of Problems
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Types of Problems: Ratio
Relationships - Part : Part or Part : Whole
Referents - Implied or Explicit
OGAP Proportionality Framework
Dana and Jamie ran for student council president at Midvale Middle School. The
data below represents the voting results for grade 7.
John says that the ratio of the 7th grade boys who voted for Jamie to the 7th
grade students who voted for Jamie is about 1:2. Mary disagreed. Mary says it is
about 1:3. Who is correct? Explain your answer.
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 2
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October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 2
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Types of Problems: Rate Missing Value
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Case Study - Meaning of the Quantities
In Part I of this case study, you will analyze 4 student
solutions to Ranch problem. The solutions represent the
kinds of “quantity interpretation” errors that students
make when they solve rate comparison problems.
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13
Case Study - Meaning of the Quantities
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A Research Finding
The location of the missing value may affect performance. (Harel, & Behr,1993)
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Research Applications
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Structures of The Problems
A school is enlarging its playground. The dimensions of the new
playground are proportional to the old playground. What is the
measurement of the missing length of the new playground?
Show your work.
Old Playground New Playground
630 ft.
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 3
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Science Foundation EHR-0227057 and the US Department of Education S366A020002) 2
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Structures of The Problems
What is the general structure of
scale factor problems?
Jack built a scale model of the John Hancock Center. His model was
2.25 feet tall. The John Hancock Center in Chicago is 1476 feet tall.
How many feet of the real building does one foot on the scale model
represent? Be sure to show all of your work.
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 3
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Science Foundation EHR-0227057 and the US Department of Education S366A020002) 4
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A Research Finding
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 3
Science Foundation EHR-0227057 and the US Department of Education S366A020002) 5
• Kim ran more laps than Bob. Kim ran her laps in
less time than Bob ran his laps. Who ran faster?
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 3
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A Research Finding
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A Research Finding
A Classic Non-proportional Example
(Cramer, Post, & Currier, 1993)
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Case Study - Proportional and Non-proportional??
(VMP Pilot Study, ???)
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 4
Science Foundation EHR-0227057 and the US Department of Education S366A020002) 1
Kim and Bob were running equally fast around a track. Kim
started first. When she had run 9 laps, Bob had run 3 laps.
When Bob completed 15 laps, how many laps had Kim run?
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 4
Science Foundation EHR-0227057 and the US Department of Education S366A020002) 2
21
Elements of a Proportional Structure
That Affect Performance
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 4
Science Foundation EHR-0227057 and the US Department of Education S366A020002) 3
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 4
Science Foundation EHR-0227057 and the US Department of Education S366A020002) 4
22
Activity: Analyzing Pre-Assessment Tasks
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 4
Science Foundation EHR-0227057 and the US Department of Education S366A020002) 5
General Directions:
Administering the OGAP Pre-assessment
October 2008 Version 12.0 Vermont Mathematics Partnership (funded by the National 4
Science Foundation EHR-0227057 and the US Department of Education S366A020002) 6
23
MMSTLC 1
N.ME.04.15 Read and interpret decimals up to two decimal places; relate to money and place value
decomposition.
N.ME.04.16 Know that terminating decimals represents fractions whose denominators are 10,
10 x 10, 10 x 10 x 10, etc., e.g., powers of 10.
N.ME.04.17 Locate tenths and hundredths on a number line.
N.ME.04.18 Read, write, interpret, and compare decimals up to two decimal places.
N.MR.04.19 Write tenths and hundredths in decimal and fraction forms, and know the decimal
equivalents for halves and fourths.
* revised expectations in italics
Understand fractions
N.ME.04.20 Understand fractions as parts of a set of objects.
N.MR.04.21 Explain why equivalent fractions are equal, using models such as fraction strips or the
number line for fractions with denominators of 12 or less, or equal to 100.
N.MR.04.22 Locate fractions with denominators of 12 or less on the number line; include mixed
numbers.*
N.MR.04.23 Understand the relationships among halves, fourths, and eighths and among thirds, sixths,
and twelfths.
N.ME.04.24 Know that fractions of the form mn where m is greater than n, are greater than 1 and are
called improper fractions; locate improper fractions on the number line.*
N.MR.04.25 Write improper fractions as mixed numbers, and understand that a mixed number represents
the number of “wholes” and the part of a whole remaining, e.g., 5/4 = 1 + ! = 1 !.
N.MR.04.26 Compare and order up to three fractions with denominators 2, 4, and 8, and 3, 6, and 12,
including improper fractions and mixed numbers.
Sixth Grade
Work with number is essentially completed by the end of sixth grade, where students’
knowledge of whole numbers and fractions (ratios of whole numbers, with non-zero
denominators) should be introduced to integers and rational numbers. All of the number
emphasis is intended to lay a foundation for the algebra expectations that are included in
grade six. Students should use variables, write simple expressions and equations, and graph
linear relationships. In geometry, students continue to expand their repertoire about shapes
and their properties.
[Core]
N.FL.06.14 For applied situations, estimate the answers to calculations involving
operations with rational numbers. [Core]
N.FL.06.15 Solve applied problems that use the four operations with appropriate
decimal numbers. [Core]
ALGEBRA
Calculate rates
A.P A.06.01 Solve applied problems involving rates, including speed, e.g., if a car is going
50 mph, how far will it go in 3 1/2 hours? [Core]
Use variables, write expressions and equations, and combine like terms
A.FO.06.03 Use letters, with units, to represent quantities in a variety of contexts, e.g., y
lbs., k minutes, x cookies. [Core]
A.FO.06.04 Distinguish between an algebraic expression and an equation. [Ext]
A.FO.06.05 Use standard conventions for writing algebraic expressions, e.g., 2x + 1
means “two times x, plus 1” and 2(x + 1) means “two times the quantity (x + 1).” [Fut]
A.FO.06.06 Represent information given in words using algebraic expressions and
equations. [Core]
A.FO.06.07 Simplify expressions of the first degree by combining like terms, and evaluate
using specific values. [Fut]
A.P A.06.09 Solve problems involving linear functions whose input values are integers;
write the equation; graph the resulting ordered pairs of integers, e.g., given c chairs, the
“leg function” is 4c; if you have 5 chairs, how many legs?; if you have 12 legs, how many
chairs? [Fut]
A.RP.06.10 Represent simple relationships between quantities using verbal descriptions,
formulas or equations, tables, and graphs, e.g., perimeter-side relationship for a square,
distance-time graphs, and conversions such as feet to inches. [Fut]
Solve equations
A.FO.06.11 Relate simple linear equations with integer coefficients, e.g., 3x = 8 or
x + 5 = 10, to particular contexts and solve. [Core]
A.FO.06.12 Understand that adding or subtracting the same number to both sides of an
equation creates a new equation that has the same solution. [Core]
A.FO.06.13 Understand that multiplying or dividing both sides of an equation by the same
non-zero number creates a new equation that has the same solutions. [Core]
A.FO.06.14 Solve equations of the form ax + b = c, e.g., 3x + 8 = 15 by hand for positive
integer coefficients less than 20, use calculators otherwise, and interpret the results. [Fut]
Seventh Grade
The main focus in grade seven is the algebra concept of linear relationships, including ideas
about proportional relationships. Students should understand the relationship of equations
to their graphs, as well as to tables and contextual situation for linear functions. In addition,
work in algebra extends into simplifying and solving simple expressions and equations. The
main concept from geometry in grade seven is similarity of polygons, which also draws on
ideas about proportion. Students apply their understanding of ratio in data-based situations.
ALGEBRA
Solve problems
N.MR.08.07 Understand percent increase and percent decrease in both sum and product form, e.g., 3%
increase of a quantity x is x + .03x = 1.03x.
N.MR.08.08 Solve problems involving percent increases and decreases.
N.FL.08.09 Solve problems involving compounded interest or multiple discounts.
N.MR.08.10 Calculate weighted averages such as course grades, consumer price indices, and sports
ratings.
N.FL.08.11 Solve problems involving ratio units, such as miles per hour, dollars per pound, or persons
per square mile.*
• revised expectations in italics
Each expectation is labeled [Core], [Ext] (Extended Core), [Fut] (Future Core) or [NASL] (Not
Assessed at the State Level); NC designates a Non-Calculator item
Step 2: Select a MAJOR unit that focuses on developing proportional reasoning. Scan the
unit and then highlight the structures evidenced in the problems across the unit. Indicate
multiple hits on a structure with tic marks.
Step 3: Given the GLECS at your grade level and the OGAP Framework answer the
following questions.
1) What surprised you?
2) In what ways does your program support the GLECS at your grade level? In what
ways does your program support the OGAP Framework Problem Structures?
3) In what ways does the unit (s) you reviewed provide opportunities for students to
solve different types of problems with varying problem structures?
4) What gaps, if any, did you find between your program and the OGAP Framework
Problem Structures?
• A derivative OGAP product created for MMSTLC November 2008. Original materials were developed as a part of The
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) November 2008
• Progam Review Task page 1 of 3
MMSTLC Session 17.5 SVSU 12/04/08
STEP 4:
1) Join the other groups at your grade and program and complete the flip chart paper
provided to you. Place your completed chart on the wall with the charts for other
grades and your program.
(Note: We will come back to these analyses after you have analyzed the student work from
the OGAP pre-assessment that you administered to your students. At that point you will
know what strategies your students used to solve the problems and how problem structures
did or did not affect their solution path.)
• A derivative OGAP product created for MMSTLC November 2008. Original materials were developed as a part of The
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) November 2008
• Progam Review Task page 2 of 3
Evidence in Student Work
to Inform Instruction
Leslie Ercole, VMP
Susan Ojala, VMI
Amy Johnson, Milton Elementary School
Marge Petit, Marge Petit Consulting (MPC)
Bob Laird, VMP
Krisan Stone, VMP
Ted Marsden, Norwich University
1 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
Mathematical Other
Topics And Structures
Contexts
Evidence in Student
Work to Inform Instruction
2 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
1
Different Structures Effect
Student’s Reasoning
Pilot 1
Pilot 3
3 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
2
OGAP Student Work
Disclaimer
• The primary purpose of the student work used
during this training is to help you recognize the
kinds of evidences found in student work when
students solve proportionality problems.
• For these purposes we will take the evidence in
the student work at face value :
• Understanding that an interview with a
student might reveal additional evidences.
• Understanding that the student might not
have shown all their thinking.
5 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
Proportional Reasoning
6 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
3
Proportional Reasoning
Non-proportional Transitional
Reasoning Proportional
Strategies
7 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
Non-proportional Reasoning
Bob’s shower uses 14 gallons of water every 3 minutes. How
many gallons of water does Bob use if he takes a 8 minute
shower? Show all your work for this problem.
8 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
4
Non-proportional Reasoning
The chart below shows the
population of raccoons in two
towns.
Town A Town B
60 square miles 40 square miles
480 raccoons 360 raccoons
9 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
Non-proportional Reasoning
Carrie is packing apples for an orchard’s mail order business.
It takes 3 boxes to pack 2 bushels of apples. How many
boxes will she need to pack 7 bushes of apples?
10 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
5
Non-proportional Reasoning
11 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
Non-proportional Reasoning
Kim and Bob were running equally fast around a track. Kim
started first. When she had run 9 laps, Bob had run 3 laps.
When Bob had run 15 laps, how many laps had Kim run?
Explain your reasoning.
12 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
6
Proportional Reasoning
Proportional
Strategies
Proportional Reasoning
Carrie is packing apples for an orchard’s mail order business.
It takes 3 boxes to pack 2 bushels of apples. How many
boxes will she need to pack 8 bushes of apples?
14 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
7
Proportional Strategies
Bob’s shower uses 18 gallons of water every 3 minutes. How
many gallons of water does Bob use if he takes a 13 minute
shower? Show all your work for this problem.
15 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
Proportional Strategies
Bob’s shower uses 18 gallons of water every 3 minutes. How
many gallons of water does Bob use if he takes a 13 minute
shower? Show all your work for this problem.
16 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
8
Proportional Strategies
There are red and blue marbles in a bag. The ratio of red
marbles to blue marbles in a bag is 1:2. Sue opened the bag
and found 12 red marbles. How many marbles are in the bag
altogether? Explain your thinking.
17 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
Proportional Strategies
Bob’s shower uses 14 gallons of water every 3 minutes. How
many gallons of water does Bob use if he takes a 8 minute
shower?
18 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
9
Proportional Strategies
The dimensions of 4 rectangles are given below. Which 2
rectangles are similar?
19 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
Proportional Strategies
The dimensions of 4 rectangles are given below.
Which 2 rectangles are similar?
20 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
10
Proportional Reasoning
Transitional
Proportional
Strategies
• Builds up/down
• Finds equivalent fractions/ratios with an
error
• Uses models
• Makes a cross product error
• Makes an error in applying a multiplicative
relationship
• Other
21 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
Transitional Proportional
Strategies
Bob’s shower uses 14 gallons of water every 3 minutes. How many
gallons of water does Bob use if he takes a 8 minute shower? Show all
your work for this problem.
22 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
11
Transitional Proportional
Strategies
Paul’s dog eats 20 pounds of food in 30 days. How long will it take
Paul’s dog to eat a 45 pound bag of dog food? Explain your thinking.
23 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
Transitional Proportional
Strategies
The two rectangles are similar. What is the length of Rectangle B?
Rectangle A Rectangle B
4 in.
6 in. 12 in.
• x
24 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
12
Transitional Proportional
Strategies
Carrie is packing apples for an orchard’s mail order business. It takes
3 boxes to pack 2 bushels of apples. How many boxes will she need to
pack 7 bushes of apples?
25 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
• Error in equation
• Computational error
• Rounding error
26 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
13
Underlying Issues and Concerns
The chart below shows the
population of raccoons in two towns.
Town A Town B
60 square miles 40 square miles
480 raccoons 360 raccoons
27 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
28 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
14
Underlying Issues and Concerns
Big Horn Ranch raises 100 horses on 150 acres of pasture. Jefferson
Ranch raises 75 horses on 125 acres of pasture. Which ranch has more
acres of pasture per horse? Explain your answer using words, pictures,
or diagrams.
29 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
30 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
15
Underlying Issues and Concerns
Bob’s shower uses 14 gallons of water every 3 minutes. How
many gallons of water does Bob use if he takes a 8 minute
shower? Show all your work for this problem.
31 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
• Bob’s Shower
• Raccoons
32 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
16
MMSTLC Session 17.7 SVSU 12/4/08
In this activity you wlll be using the OGAP Framework to help describe evidence
in over 20 student solutions to problems that you have encountered in previous
OGAP work.
Important Note: The purpose of reviewing this work is NOT to spend time to
reliably agree about the evidences, but to give us a way to describe the evidence
that will inform instruction.
A derivative OGAP product created for MMSTLC November 2008. Original materials were developed as a part of The 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)
8.4 A Student Work Bob's Shower
Student 1
1 These materials were created by the 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)
Student 2
2 These materials were created by the 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)
Student 3
3 These materials were created by the 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)
Student 4
4 These materials were created by the 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)
Student 5
5 These materials were created by the 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)
Student 6
6 These materials were created by the 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)
Student 7
7 These materials were created by the 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)
Student 8
8 These materials were created by the 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)
Student 9
9 These materials were created by the 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)
Student 10
10 These materials were created by the 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)
Student 11
11 These materials were created by the 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)
Student 12
12 These materials were created by the 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)
Student 13
13 These materials were created by the 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)
8.5 A Student Work Raccoons
Student 1
A derivative OGAP product created for MMSTLC November 2008. Original materials were developed as a part of The Vermont
1 These materials
Mathematics werefunded
Partnership createdby
byathe Vermont
grant Mathematics
provided by the US Partnership
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NationalEducation (Award Number
Science Foundation (AwardS366A020002) and the National Science Foundation (Award Number EHR-0227057)
Number EHR-0227057)
Student 2
A derivative OGAP product created for MMSTLC November 2008. Original materials were developed as a part of The Vermont
Mathematics Partnership funded by a grant provided by the US Department of Education (Award Number S366A020002) and the
2 These materials were created by the Vermont Mathematics Partnership funded by a grant provided by the US Department of
National Science Foundation (Award Number EHR-0227057)
Education (Award Number S366A020002) and the National Science Foundation (Award Number EHR-0227057)
Student 3
4 These materials were created by the 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)
Student 4
A derivative OGAP product created for MMSTLC November 2008. Original materials were developed as a part of The Vermont
5 ThesePartnership
Mathematics funded
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created grant
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National Science Foundation (Award Number EHR-0227057)
Education (Award Number S366A020002) and the National Science Foundation (Award Number EHR-0227057)
Student 5
A derivative OGAP product created for MMSTLC November 2008. Original materials were developed as a part of The Vermont
6 These materials
Mathematics Partnership
werefunded
createdbybya the
grant provided
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(Award Number Number EHR-0227057)
and the National Science Foundation (Award Number EHR-0227057)
Student 6
A derivative OGAP product created for MMSTLC November 2008. Original materials were developed as a part of The Vermont
Mathematics Partnership
7 These materials funded
were by by
created a grant providedMathematics
the Vermont by the US Department
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Education (Award Number S366A020002) and the National Science Foundation (Award Number EHR-0227057)
Student 7
8 These materials were created by the 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)
Student 8
A derivative OGAP product created for MMSTLC November 2008. Original materials were developed as a part of The Vermont
9 ThesePartnership
Mathematics funded
materials were by a grant
created by theprovided
Vermontby the US Department
Mathematics of Education
Partnership funded by a(Award Number by
grant provided S366A020002) and theof
the US Department
National Science Foundation
Education (Award(Award
NumberNumber EHR-0227057)
S366A020002) and the National Science Foundation (Award Number EHR-0227057)
Student 9
A derivative OGAP product created for MMSTLC November 2008. Original materials were developed as a part of The Vermont
12 ThesePartnership
Mathematics materials were created
funded by theprovided
by a grant VermontbyMathematics Partnership
the US Department funded by a(Award
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National Science Foundation
Education (Award (Award
NumberNumber EHR-0227057)
S366A020002) and the National Science Foundation (Award Number EHR-0227057)
MMSTLC Session 17.8 OGAP Proportional Reasoning Item Analysis Sheet
Item Background:
Proportional Strategies Transitional Proportional Strategies Non-proportional Strategies
Description of evidence to inform Description of evidence to inform instruction: Description of evidence to inform instruction:
instruction: • Guesses or uses random application of numbers,
• Builds up/down operations, or strategies
• Finds and applies unit rate to situation
• Finds equivalent fractions/ratios with an error • Uses additive reasoning
• Compares simplified fractions, rates, or
ratios • Uses whole number reasoning
• Uses models
• Applies multiplicative relationship • Solves a non-proportional situation proportionally
• Makes a cross product error • Misunderstands vocabulary and related concept (e.g.
• Sets up a proportion and uses cross ratio, similarity)
products
• Makes an error in applying a multiplicative • Not enough information to determine/lacks
• Uses y=mx relationship supporting evidence
Underlying Concerns/Errors
Underlying issues or concerns in student solutions: Underlying issues or concerns in student solutions:
• Error in equation
• Error in the application of cross products
• Uses incorrect ratio referent
• Uses additive strategies rather than multiplicative strategy (e.g., uses
repeated addition instead of multiplication) • 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) November 21, 2008
MMSTLC Session 17.8 OGAP Proportional Reasoning Item Analysis Sheet
Item Background:
Proportional Strategies Transitional Proportional Strategies Non-proportional Strategies
Description of evidence to inform Description of evidence to inform instruction: Description of evidence to inform instruction:
instruction: • Guesses or uses random application of numbers,
• Builds up/down operations, or strategies
• Finds and applies unit rate to situation
• Finds equivalent fractions/ratios with an error • Uses additive reasoning
• Compares simplified fractions, rates, or
ratios • Uses whole number reasoning
• Uses models
• Applies multiplicative relationship • Solves a non-proportional situation proportionally
• Makes a cross product error • Misunderstands vocabulary and related concept (e.g.
• Sets up a proportion and uses cross ratio, similarity)
products
• Makes an error in applying a multiplicative • Not enough information to determine/lacks
• Uses y=mx relationship supporting evidence
Underlying Concerns/Errors
Underlying issues or concerns in student solutions: Underlying issues or concerns in student solutions:
• Error in equation
• Error in the application of cross products
• Uses incorrect ratio referent
• Uses additive strategies rather than multiplicative strategy (e.g., uses
repeated addition instead of multiplication) • 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) November 21, 2008
MMSTLC Session 17.8 SVSU 12/4/08
STEP 1: Review and then sort the work for the class into three piles consistent
with the OGAP Proportionality Framework.
Student 1
1
Student 1
STEP 3: In the “Instructional notes section or on the back make some quick
notes about trends in the class or instructional ideas that you may have after
reviewing the work.
A derivative OGAP product created for MMSTLC November 2008. Original materials were developed as a part of The 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)
9.2 Analyzing Pre-assessment Participant Directions
Goals:
• To gather evidence about strategies your students’ use when they solve
proportionality problems to inform instruction and unit planning.
• To gather evidence about any underlying issues, errors, or misconceptions found
in student pre-assessments to inform instruction and unit planning.
Materials Needed:
• 5 OGAP Proportionality Item Analysis Sheets per person stapled together (9.4)
• The Pre-assessment Analysis Directions(9.2)
• Telling the Story (9.3)
• Completed student pre-assessments
Part I: Analyzing student work and collecting evidence on OGAP Item Analysis
Sheets (2.5 hours)
In General: You will analyze each item across all your students, NOT across a student.
As with the practice in the last session you will NOT grade or score the student
responses from the pre-assessment, but will collect descriptive information on the
OGAP Item Analysis Sheet that will be used to inform instruction and unit planning.
Suggested order for analyzing pre-assessments: Please analyze items in the order
suggested below. You can see that we suggest first analyzing the rate/ratio comparison
problems, then the missing value problems, and then other item types.
Order Grade 6 Item Type Grade 7 Item Type
1 Raccoons Rate comparison Big Horn Ranch Rate comparison
2 Car traveled Rate comparison Similarity Ratio comparison
3 Bob’s Shower Missing value Paul’s Dog Missing value
4 Marbles Ratio Bob’s Shower Missing value
5 Sherwood Forest Qualitative Kim and Bob Non-proportional
1 A derivative OGAP product created for MMSTLC November 2008. Original materials were developed as a part of The
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)
9.2 Analyzing Pre-assessment Participant Directions
2) Complete the OGAP Sort and collect evidence in the OGAP Item Analysis Sheet.
IMPORTANT: We suggest that you actually put the students’ initials on the item
analysis sheets. That way you won’t loose important individual student data as
you analyze items across the classroom of students.
3) Write comments on the “Instructional Notes” section of the OGAP Item Analysis
Sheet before moving onto the analysis of the next item.
After you complete the analysis of all the items in the pre-assessment address these three
questions on the Telling the Story template (9.3).
1) What are some strategies evidenced in the student work that you can build upon?
2) What are some underlying issues or concerns evidenced in the student work?
3) What are some implications for instruction?
You will use the information from this activity in the next session as you do unit
planning.
1) Return to your school level team. In a round robin have each teacher “Tell the
Story” for the group of students that they analyzed their pre-assessments (about 5
minutes each).
2) Be prepared to discuss general observations, findings, and implications for your
school.
2 A derivative OGAP product created for MMSTLC November 2008. Original materials were developed as a part of The
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)
MMSTLC Session 17.8 OGAP Proportional Reasoning Item Analysis Sheet
Item Background:
Proportional Strategies Transitional Proportional Strategies Non-proportional Strategies
Description of evidence to inform Description of evidence to inform instruction: Description of evidence to inform instruction:
instruction: • Guesses or uses random application of numbers,
• Builds up/down operations, or strategies
• Finds and applies unit rate to situation
• Finds equivalent fractions/ratios with an error • Uses additive reasoning
• Compares simplified fractions, rates, or
ratios • Uses whole number reasoning
• Uses models
• Applies multiplicative relationship • Solves a non-proportional situation proportionally
• Makes a cross product error • Misunderstands vocabulary and related concept (e.g.
• Sets up a proportion and uses cross ratio, similarity)
products
• Makes an error in applying a multiplicative • Not enough information to determine/lacks
• Uses y=mx relationship supporting evidence
Underlying Concerns/Errors
Underlying issues or concerns in student solutions: Underlying issues or concerns in student solutions:
• Error in equation
• Error in the application of cross products
• Uses incorrect ratio referent
• Uses additive strategies rather than multiplicative strategy (e.g., uses
repeated addition instead of multiplication) • 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) November 21, 2008
MMSTLC Session 17.8 OGAP Proportional Reasoning Item Analysis Sheet
Item Background:
Proportional Strategies Transitional Proportional Strategies Non-proportional Strategies
Description of evidence to inform Description of evidence to inform instruction: Description of evidence to inform instruction:
instruction: • Guesses or uses random application of numbers,
• Builds up/down operations, or strategies
• Finds and applies unit rate to situation
• Finds equivalent fractions/ratios with an error • Uses additive reasoning
• Compares simplified fractions, rates, or
ratios • Uses whole number reasoning
• Uses models
• Applies multiplicative relationship • Solves a non-proportional situation proportionally
• Makes a cross product error • Misunderstands vocabulary and related concept (e.g.
• Sets up a proportion and uses cross ratio, similarity)
products
• Makes an error in applying a multiplicative • Not enough information to determine/lacks
• Uses y=mx relationship supporting evidence
Underlying Concerns/Errors
Underlying issues or concerns in student solutions: Underlying issues or concerns in student solutions:
• Error in equation
• Error in the application of cross products
• Uses incorrect ratio referent
• Uses additive strategies rather than multiplicative strategy (e.g., uses
repeated addition instead of multiplication) • 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) November 21, 2008
Session 9.3 Telling the Story – Implications for Instruction
1) What are some proportional strategies evidenced student work across your class?
2) What are some underlying issues or concerns evidenced in student work across
your class?
1 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 1.0 June 13, 2007