Problems 1-10 were each worth one point, since question 9 had two parts, students could receive a total of 11 points for questions 1-10. Question 11, was worth a total of three points. Students would receive a point for each, if they were able to use the equation (15/3) to make three groups, place one manipulative at a time into each group until reaching 15, and counting the tiles to receive the answer (5). Therefore, students had an opportunity to receive 14 total points for the test. The problems that were procedural fluency, asked students to solve basic facts for division and multiplication. These problems were just a simple recall of facts. The conceptual understanding problems asked students to read a short scenario then solve the word problem. This test was highly focused …show more content…
These problems really allowed students to apply their knowledge of multiplication, division, and of the world to correctly answer these questions. Finally, the problem solving questions of the assessment, were questions that they had never been asked before and steps they have never had to take before in completing a test. Problem 11, was something very new to students; having them tell/show me how to use manipulatives to solve a division problem. Since this was a new concept for them, I made this problem worth three points, looking for three key aspects, one point for each aspect of the problem.
Area of Struggle
Question 9: Part One and Two
Question 9, was a two part question. The question provided students with a short scenario, and part one asked students to identify what form of math