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4 SVSU 12/04/08
Jamie is in charge of purchasing pancake mix for the Club’s Annual Breakfast
fundraiser. He is using the ratio table below to determine the amount of mix to
purchase.
Number of
12 24 36 120 400
Pancakes
Cups of
1 3/4 3 1/2 5 1/4 17 1/2
Pancake Mix
Milk 1 1/4 2 1/2 3 3/4 12 1/2
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 + ¼ = 1 ¼.
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.
ALGEBRA
Calculate rates
A.PA.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.PA.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
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
MMSTLC Session 17.5 SVSU 12/04/08
• 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 3 of 3
Session 5.1 - Strands of Mathematical Proficiency (NRC) Chapter 4 Adding it Up
Strand:
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) August 2007 V3
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)
MMSTLC Session 17.7 SVSU 12/4/08
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
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)
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)
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)
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)
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)