3b-meaning Of Quantities
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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. 1) What is the evidence that the student may not be interpreting the meaning of the quantities in the problem?
Student Response A
2) Suggest some questions you might ask each student or activities you might do to help them understand the meaning of the quantities in the problem and the solution.
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) Suggest some questions you might ask each student or activities you might do to help them understand the meaning of the quantities in the problem and the solution.
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 1) What is the evidence that the student may not be interpreting the meaning of the quantities in the problem?
Student Response C
2) Suggest some questions you might ask each students or activities you might do to help them understand the meaning of the quantities in the problem and the solution.
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?
2) Suggest some questions you might ask each students or activities you might do to help them understand the meaning of the quantities in the problem and the solution.
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)
Student Response A
2) Suggest some questions you might ask each student or activities you might do to help them understand the meaning of the quantities in the problem and the solution.
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) Suggest some questions you might ask each student or activities you might do to help them understand the meaning of the quantities in the problem and the solution.
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 1) What is the evidence that the student may not be interpreting the meaning of the quantities in the problem?
Student Response C
2) Suggest some questions you might ask each students or activities you might do to help them understand the meaning of the quantities in the problem and the solution.
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?
2) Suggest some questions you might ask each students or activities you might do to help them understand the meaning of the quantities in the problem and the solution.
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)
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