June 15 Dearborn Complete Cadre1

Vermont Mathematics Partnership Ongoing
Assessment Project (OGAP)

Fractions at the Middle Grades
Session 1 A
Marge Petit, Marge Petit Consulting, MPC
June 2009
Vermont Mathematics Partnership

www.vermontmathematics.org
VMPs Ongoing Assessment Project(OGAP) was created as a part of the Vermont Mathematics Partnership funded by the US DOE 1
(S366A020002) and the National Science Foundation (EHR-0227057)
Middle School Fraction Dilemma
Too many students arrive at middle school

without the understanding and procedural
fluency with fractions necessary to
engage in the mathematics required at
middle school.
1
What this workshop cannot do…
Provide an instant fix
What this workshop is designed to do

…
• Provide you with knowledge and tools to better recognize
what students do understand and what research says about
how to move students to a new level of understanding.
• Provide a problem solving environment in which to
collectively think about developing strategies to deal with
the Middle School Fraction Dilemma.
Goals
• To map how fraction conceptual understanding and procedural
fluency develop and are applied across the middle school
years.
• To understand research about how students learn and

understand fractions concepts, common errors, and
preconceptions or misconceptions that may interfere with
learning new concepts or solving problems – in particular –
equivalence and magnitude and operations.
• To use knowledge of research to understand evidence in

student work and to influence instructional decision making.
2
Major Research Considerations at Middle
School
• Whole number reasoning may interfere with development of
fraction concepts and procedural fluency (e.g., Post, Behr, Lesh &
Wachsmuth, 1986; VMP OGAP, 2005)
• Fraction order and equivalence form the framework for

understanding fractions as quantities that can be operated on
(e.g., Post, Cramer, Behr, Lesh & Harel, 1993)
• Students may struggle with the use and understanding of

formal algorithms when their knowledge is dependent
primarily on memory, rather than anchored with a deeper
understanding of the foundational concepts. Understanding
and procedural fluency should be built in a way that brings
meaning to both. (e.g., Behr et al., 1984; Behr & Post, 1992; Wong & Evans, 2007; Payne,
1976; Lesh, Landau, & Hamilton, 1983 Kieren, as cited in Huinker, 2002).
One way is by developing the connections between the concept

and procedure is by moving back and forth between different
representations of fractions (e.g., Behr et al., 1984; Behr & Post, 1992; Wong & Evans, 2007; Payne,
1976; Lesh, Landau, & Hamilton, 1983 ).
Representations of
Model
Fractions
Context Symbolic
Developing
Understanding
and
Procedural Fluency
Written
Oral
Word
3
Therefore - Workshop Foci
Developing understanding and procedural fluency –
how they represented in student work – and
implications for instruction
Day 1:
• Mapping fraction demand at middle grade
• Equivalence, magnitude, and density
Day 2: Operations
Mapping
Fraction Fraction Concept
Development and
Demand Application
Development
Foundational of Understanding Application in a
Concepts and Range of Situations
Elementary Grades Procedural Fluency Grades 7 +
Grades 4 - 6
4
Mapping Fraction Demand
• Identify the fraction concepts and skills new to the grade level.
• Identify applications of fraction concepts and skills at the grade level.
• Identify fraction knowledge that is assumed in order for students to be
successful learning new concepts and applying fraction concepts and
skills at the grade level
Grade Grade Grade
6 7 8
New to grade
level
Applied at
grade level
Assumed
knowledge
The first step to helping students is understanding what they

understand and can do.
OGAP Fraction Framework
Structures of Problems
Mathematical Topics Other Structures

• Equivalence and Magnitude
• Part to Whole Relationships
• Operations
Evidence to Inform
Instruction
Fractional Transitional Fractional NON- Fractional

Strategy Reasoning
Strategy Fractional
Strategy with an Error or
Misconception
5
Session 1 B – Mapping Fraction Demand at Middle School
Concepts and Skills Grade 6 Grade 7 Grade 8

New to grade level
Applied at grade
level
Assumed knowledge
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number S366A020002) and the National Science Foundation (Award
Number EHR-0227057) v 1 June 3, 2009
Session 2B – Fraction warm-up
1) Solve the following problem using three different strategies.
2) Identify three different errors student might make or misunderstandings that students
may bring to solving this problem.
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
OGAP Fraction Item Analysis Sheets –Operations
Operations
Question # (s) ____
Fractional Strategy with an Error
Fractional Strategies Transitional Fractional Strategies or Misconception Non-Fractional Strategy
Efficient or generalizable strategy: Student generated model with
error: Whole number reasoning, not
• Number sense Successful student generated model • Wholes different sizes fractional reasoning
• when adding fractions

• Estimation (when appropriate) • Parts obviously not equally
partitioned
• when estimating sum as closest
Strategy not efficient or to a number
• Efficient algorithm generalizable (e.g., building up or • Other
down)
Inappropriate model, operation,
Appropriate operation or strategy or strategy given the problem
with an error situation
Other: Other:
• Calculation • Model used inappropriate for
given situation
• Other
• Selected the wrong operation
given problem situation
• 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) June 2, 2009
Sessions 2 – 10 Telling your Classroom’s Story
Based on analysis of student work and research answer the following questions to
help develop your classroom’s story
1) What are some patterns in your class of developing understandings that can be built
upon?
2) What are some patterns of errors/misconceptions across your class?
3) What mathematical concepts/ideas should be emphasized or deemphasized?
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 2.0 November 17, 2006
•
Session 2A
How do students see this number?
The Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US Department of
tudents often see fractions as two whole

Education (S366A0200002))Version 6.0 October 2, 2006
Researchers say…
numbers, not a single number representing

a value. (Behr, Post, Lesh, and Silver, 1983)
1
1
!
Because many students do not
see a fraction as a single value…
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Example 1
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3
2
Example 1
The Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US Department of 5
Example 3
3
Example 4
Evidence in Your Student’s Work

Evidence to Inform Instruction
Fractional Transitional Fractional Strategy NON- Fractional

with an Error or Reasoning
Strategy Fractional Strategy
Misconception
Inappropriate model,
Efficient or Student generated
Model, operation, or operation, or strategy
generalizable model
strategy appropriate given the problem
strategy
Strategy not given situation, but Whole number
efficient or contains an error reasoning, not
generalizable
fractional reasoning
4
VMP is a targeted
Math & Science
Partnership funded by
the National Science Mathematicians and Educators
Foundation
& working together to help all
the U.S. Department of
Education
Vermont children
succeed in mathematics
National Science Foundation,
grant award number EHR – 0227057
and U.S. Department of Education, www.vermontmathematics.org
grant award number S366A020002
5
Session 3 C
Compare and Order Student Work Sort
1 June 3, 2009 OGAP was created as a part of the Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and US
DOE (S366A020002)
DOE (S366A020002)
DOE (S366A020002)
DOE (S366A020002)
DOE (S366A020002)
DOE (S366A020002)
DOE (S366A020002)
DOE (S366A020002)
DOE (S366A020002)
10 June 3, 2009 OGAP was created as a part of the Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and
DOE (S366A020002)
DOE (S366A020002)
DOE (S366A020002)
DOE (S366A020002)
Research -
Comparing and
Ordering Fractions
Session 3 B
Vermont Mathematics Partnership

www.vermontmathematics.org
Comparing Fractions
Directions: Work with a partner to compare the fraction pairs below. Discuss your thinking
with your partner and record the strategies you used to make your comparisons.
1. 7.
4.
3 7 31 37
3 5
6 15 64 50
6 6
8.
5.
2. 8 15
1 1 25 50
11 9
7 5
13 11
6. 9.
3.
15 5 8 10
7 7 38 13 9 11
9 11
Created by Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and US DOE (S366A020002)
2
1
• Students should understand
and use flexibly the different
classes of fractions:
•Different Numerators, Same
Denominators;
•Same Numerators, Different
Denominators;
•Different Numerators,
Different Denominators.
(Behr, M.J., Lesh, R, and Post
(1981)
Identify examples
of different classes
of fractions.
3
• Researchers found that students effectively used five types of

reasoning when solving problems involving fractions: (Behr, M., & Lesh,
R. (1992)) )
o Using relationships between the number of parts in the whole and the size
of the part in unit fractions (fractions with numerators of one)
o Extending unit fraction reasoning when comparing and ordering other
fractions
o Using a reference point.
o Using models (manipulatives or drawn)
o Using common denominators
Identify fraction pairs

or sets that provide
the opportunity for
different types of
reasoning.
4
2
Common Errors/Misconceptions
• Inappropriate whole number reasoning
• Ordering or comparing based on the difference

between the magnitude of the numerator and
denominator
• Misinterpretation of an improper fraction (e.g.,
5/3 read as three-fifths
5
Mining for Evidence

The OGAP Sort
Evidence to Inform Instruction
Fractional Transitional Fractional Strategy NON- Fractional

with an Error or Reasoning
Strategy Fractional Strategy
Misconception
Inappropriate model,
Efficient or Student generated
Model, operation, or operation, or strategy
generalizable model
strategy appropriate given the problem
strategy
Strategy not given situation, but Whole number
efficient or contains an error reasoning, not
generalizable
fractional reasoning
6
3
Looking at Your Own Mathematics Program
Cognitive Research and Mathematics Program
Comparing and Ordering Fractions Scan your program and makes notes
about opportunities students are provided to develop a variety of reasoning
strategies (i.e., modeling, unit fraction reasoning, extended unit fraction
reasoning, benchmarks, and equivalence/common denominators).
Based on your scan are there any modifications that you should make
to lessons on comparing and ordering to assure that students have the
opportunity to develop a range of reasoning strategies?
7
Summary
• Students should understand and use flexibly

the different classes of fractions.
• Students should use a range of reasoning

strategies when they compare and order
fractions.
8
4
3A Fraction Pairs
Directions: Work with a partner. Identify which fraction in each of the pairs
is largest. Discuss your thinking with your partner and record the strategies
you used to make your comparisons.
3 5
1)
6 6
11 9
2)
13 11
7 7
3)
9 11
3 7
4)
6 15
1 1
5)
7 5
15 5
6)
38 13
31 37
7)
64 50
8 15
8)
25 50
8 10
9)
9 11
1 Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and US DOE (S366A020002)

OGAP Fraction Item Analysis Sheets –Equivalence and Magnitude
Equivalence and Magnitude

Question # (s) ____
Efficient or generalizable
Strategy: Student generated model with Whole number reasoning, not
Successful student generated model error: fractional reasoning
• Number sense successfully
• Wholes different sizes Inappropriate model, operation,
or strategy given the problem
• Estimation situation
Other • Parts obviously not equally
partitioned • Identifies fractions as
• Benchmark equivalent when they are the
same number of parts from
• Other whole (e.g., 2/3 and !).
• Unit fraction reasoning
Appropriate operation or strategy
with an error • Does not recognize non-
• Extended unit fraction congruent parts as equivalent
reasoning • Ignored whole number, just
compared the fraction
• Did not place on number line
• Equivalence/common • Fraction located on number line relative to the defined units
denominator in the correct relative position,
but not accurately
Other
Other
Other
0227057) June 2, 2009
Density of
Fractions
Marge Petit, Marge Petit Consulting, MPC

June 2009
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by the US DOE (S366A020002) and NSF (EHR- 1
0227057)
Density of Fractions
• For any two given fractions, there is always
another fraction between them.
• For any two given fractions, the number of
fractions between them is infinite.
0227057)
1
Identifying fractions between fractions
For each fraction pair:
a) Find 3 fractions using at least 2 different
strategies.
b) Identify difficulties students might encounter.
0227057)
Students have difficulty with the concept of the

density of rationale numbers (Tirosh, Fischbein, Graeber, & Wilson, 1998; Orten,
Post, Behr, Cramer, Harel, and Lesh, 1995; Petit, Laird, Marsden, in press 2010).
)
147 first year elementary majors Tirosh, Fischbein, Graeber, & Wilson,
1998
• Only 24% knew that there was an infinite

amount of numbers between ! and 1/5
• 43% claimed that there are no numbers
between ! and 1/5, and
• 30% claimed that 1/5 is the successor to 1/4f”
(pp. 8-9).
0227057)
2
Use of Area Model
?
Name two fractions that are between 1/3 and 3/4.
.
Do you think there are any other fractions besides the ones you
identified that are between 1/3 and
? !?
0227057)
Misconception: There is a finite set of fractions between any two

fractions (57% (20/35)) ( (Petit, Laird, Marsden, in press 2010; )
identified that are between 1/3 and !?
0227057)
3
Misconception/error: There are more fractions between – but
identified equivalent fractions (26% (9/35)) (Petit, Laird, Marsden, in press 2010)
0227057)
Researchers indicate that using number lines have the

potential to help build understanding of the density of
rational number concept (Saxe , Shaughnessey, Shannon, Langer-Osuna, Chinn, &
Gearhart).
0227057)
4
How could a number line be used to extend
this student’s understanding?
0227057)
5

Question # (s) ____
but not accurately
Other
Other
Other
0227057) June 2, 2009
Session 4 A - The Density of Fractions
1) For each fraction pair:

a) Find three different fractions between the fraction pairs (using two different
strategies for each fraction pair). Then answer questions b, c, and d.
b) What difficulties do you think students might encounter as they solve these
problems?
c) What kinds of errors might result from these difficulties?
d) As a set of questions, what information can the student work provide that the
evidence from a single question might not provide?
4 7
1) and
10 10
1 1
2) and
8 4
1 1
3) and
5 4
5 6
4) and
11 11
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 HER-0227057
Number Lines
Session 5 A
Marge Petit Consulting, MPC

June 2009
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by US DOE ( S366A020002) and NSF (EHR-0227057) 1
Number lines can help build understanding of

equivalence, magnitude, and the density of
rational numbers (Behr & Post, 1992; Saxe, Shaughnessey, Shannon, Langer-Osama,
Chinn, & Gerhardt, 2007; VMP OGAP, personal communication, 2005, 2006, 2007).
1
Features of Number Lines
1) Make a list of everything you notice about the number line. (The
teacher uses the lists to guide a whole-class discussion.)
1) Identify where the number 4 is on this number line. What defined

where the number 4 is located? What whole numbers are represented
on this number line?
1) What do the tick marks between the number 0 and 1 indicate?
2) Name the numbers represented on the number line that are below 0
and – 1)
.
1) Are there other numbers between the tick marks on the number line?
How could you determine what those numbers are?
(Adapted from Petit, Laird, Marsden, in press 2010)
Identify errors/misconceptions for each response

Response 1 Response 2
Response 4
Response 3
Response 5
2
Anticipate Errors Misconceptions and
Effective Strategies
Place the following fractions in the correct location of the number line.
1) Sample - Student Work Sort

2) Your class
Building an understanding of
equivalence…
3
density of fractions
addition and subtraction of fractions
4
Session 5 B: Number Lines Student Work Sort
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US DOE (S366A020002)
and NSF (HER-0227057)

Question # (s) ____
but not accurately
Other
Other
Other
0227057) June 2, 2009
Equivalence
Marge Petit Consulting, MPC

June 2009
OGAP was developed as a part of the Vermont Matheamtics Partnership funded by US DOE (S366A020002) and NSF (EHR-0227057) 1
Equivalence
• Saying that two fractions are equivalent is saying
that the two numbers are different names
(symbols) for the same number.
• There are an infinite number of different names
for a given fraction.
• Understanding equivalence and having an
efficient procedure to find equivalent fractions is
critical as students encounter problems involving
comparing, ordering, and operating with
fractions.
1
“Conceptual understanding of equivalent fractions involves
more than remembering a fact or applying a procedure”
(Wong & Evans, 2007, p. 826). -
That is, understanding equivalence as well as procedures

for finding equivalents fractions, so important for the
development of other concepts, should be built in a way
that brings meaning to both. ----
---- Researchers suggest developing the

connections between the concept and procedure through
interaction with models and manipulatives (Behr et al., 1984; Behr &
Post, 1992; Wong & Evans, 2007; Payne, 1976 all cited in Petit, Laird, Marsden, in press 2010).
What patterns and relationships do you

notice?
What questions can you ask that will start to

build an understanding of addition and
subtraction of fractions?
2
What patterns and relationships do you
notice?
What questions can you ask that will start to

build an understanding of addition and
subtraction of fractions?
Equivalence and Procedural

Fluency
• Teachers have told us that because students are
multiplying (or dividing) when they apply the strategy,
they have a difficult time believing that equivalent
fractions are really the same number (Petit, Laird, & Marsden, in press
2010).
• Some teachers indicated that they never understood the

relationship between multiples, factors, partitioning of
models, and equivalence that underpins understanding
of the application of equivalence to finding common
denominators and simplifying fractions. In their own
words they were applying an algorithm without
understanding (Petit, Laird, & Marsden, in press 2010).
3
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4
• SORT – your student responses
Middle School Math Program
5
Session 7A: Attaining Procedural Fluency when Adding and Subtracting Fractions
Mrs. Plum, a fifth grade teacher, just returned from a workshop in which she and the
other fifth grade teachers in her school learned about the Mathematical Proficiencies.
Over the years Mrs. Plum saw professional development and mathematics materials
move back and forth between an emphasis on conceptual understanding and learning
procedures. For a long time her school had focused on learning procedures because it
took less time and frankly she and her peers never really “bought in” to the whole idea
about teaching for the concept being so important. Whenever she used materials from
workshops that focused on concepts she always felt like at the end of the activity – it
might have been fun for her and her students – but she wasn’t sure that the students
learned anything and the clock was ticking so she continued teaching procedures.
However, this year the fifth grade teachers gave the OGAP pre-assessment on fractions
and found that less than a quarter of the fifth grade students correctly added or subtracted
proper fractions. They found that it did not even matter if the denominators were the
same or different the students typically added numerators and denominators. Lindsey’s
work is typical of the 5th grade responses.
Lindsey’s Response
2 1
Tina ate of the candy in the candy jar. Her sister ate of the candy in
3 4
the candy jar. What is the fractional part of the candy left in the candy
jar? Explain your answer using words or diagrams.
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) November 26, 2007
There was other information that surprised the teachers. Some of the students who were
able to correctly add fractions did not seem to understand the magnitude of their
responses. Richard’s response makes this case.
Richard’s Response
This response really shocked the fifth grade teachers. Everybody agreed that there was a
problem. These kinds of responses prompted the teachers to attend the work shop on
Mathematical Proficiencies.
What they learned at the workshop surprised them. It wasn’t a question of teaching
procedures OR teaching the concept. They appear to be interconnected. An expert panel
indicated that “understanding makes learning skills easier, less susceptible to common
errors, and less prone to forgetting” as well as “a certain level of skill is necessary to
learn many mathematical concepts”1 This posed a new way of thinking for this team of
teachers.
The team decided that they needed to know what research said about the best way for
students to learn addition and subtraction of fractions for conceptual understanding that
would lead to procedural fluency.
There were a number of things they found that they felt would help them think through
these issues and challenge many of their long held beliefs about the importance of
teaching procedures.
In particular, some researchers indicated that “premature experience with formal

procedures may lead to symbolic knowledge that is not based on understanding, or
connected to the real world. Kiernan indicated that it may ultimately impede students’
number and operation sense. (Kiernan, T. (1988))
1
Adding it Up, Chapter Four – The Strands of Mathematical Proficiencies, National Research Council
(2000).
They then found several things that could help them think about how to build concepts
for operating with fractions. They were centered on three big ideas.
! Use models to build understanding of operations:
o Concept learning is “maximized” when concepts are presented with a
“variety of physical contexts.” (Post, T.R., & Reys, R.E. (1979))
o Researchers have found that students who can use and move between
models when operating with fractions are more likely to reason with
fractions as quantities rather than apply whole number reasoning to their
solutions. (Towsey, A. (1989)).
! Build a sense of the magnitude of the fractions: Students who have a feeling for
the “bigness” of fractions are able to compare fractions, place fractions on
number lines, and operate with fractions more effectively. (Bezuk, N. S., and
Bieck, M. (1993))
! Provide a variety of contexts for students to solve problems: Students should
experience a variety of situations (contexts) in which they need to recognize the
appropriate fraction operation and then solve problems accordingly. (Huinker, D.
(2002))
Using knowledge from readings and professional development they received through
OGAP the teachers were committed to building understanding of operations using
models, partitioning understanding, and reasoning derived from the impact of partitioning
models.
They all agreed that the goal was for their students to attain procedural fluency when
operating with fractions. That is, “students should have knowledge of procedures,
knowledge of when and how to use them appropriately, and skill in performing them
flexibly, accurately, and efficiently (Adding it Up: Helping Children Learn Mathematics
2001).
To support each other they decided to meet once a week during the fraction unit. The
discussions would focus on evidence in student work and how to use students’
developing understandings to build procedural fluency.
The following are student responses to OGAP items with questions that the fifth grade
teachers brought to their team meeting. Read through all the cases. Respond in depth to
the case that you are assigned. Be prepared to discuss your thinking to the full group.
Mrs. Plum: Mrs. Plum brought Roberto’s work to the team meeting. She was both
excited by the work and concerned. Mrs. Plum said, “Roberto obviously understood the
context of the problem by selecting the correct operations to solve the problem. This is
great news. I am also assuming that we want students to add and subtract using efficient
strategies like Roberto did below, but I wonder if Roberto understood the algorithm he
used to add the fractions. How do I know? At what point do I need to stop worrying
about the understanding part and just accept the efficient application of an algorithm”
To help Mrs. Plum please answer the following:

1) Describe evidence(s) in Roberto’s response that show evidence of understanding of
the context of the problem and related fraction concepts.
2) What questions might you ask Mrs. Plum about her instruction to assure that Roberto
had a foundation for understanding?
3) If Mrs. Plum wanted to be sure that Roberto understood the algorithm, what else
could she ask Roberto? What other OGAP questions (or questions of her own) could
Mrs. Plum ask Roberto to assure that he understood the concept?
Roberto’s Response
Mr. Laird: Mr. Laird brought this student response to the team meeting. Mr. Laird felt
that Mathew’s response provides evidence that he has a strong conceptualization when
2 3
comparing to using both an area model and a number line. Many of his students are
5 10
using models and have similar understandings evidenced in their work. He thought this
might be a good opportunity to bridge equivalence to addition and subtraction of
fractions and wanted the group’s help.
To help Mr. Laird please answer the following:

1) What understandings are evidenced in Mathew’s work? Describe.
2) How could these evidences be capitalized on to build understanding about
equivalence and common denominators when comparing fractions, or adding and
subtracting fractions? (e.g., What questions could be asked?) With each question
explain how it might help Mathew move to an understanding of equivalence and
common denominators when comparing fractions, or adding and subtracting
fractions?
Ms. Cunningham: Ms. Cunningham shared Kim’s student work found below. Even
2
though students have been modeling fractions when asked questions like “show me
3
using an area model” when asked the candy jar problem below, many students (like Kim)
were unable to use models to solve the problems. She is asking for advice on how to
transition students to using models accurately to solve problems involving addition and
subtraction.
To help Ms. Cunningham please address the following:
a) What did Kim model correctly? What is the evidence?

b) Kim’s model leads to an incorrect response. What errors did Kim make in her
modeling? What is the evidence?
c) What questions might you ask, or activities might you do, to help Kim
understand how to use models to solve addition and subtraction problems?
Kim’s Response
2 1
Tina ate of the candy in the candy jar. Her sister ate of the candy in the
3 4
candy jar. What is the fractional part of the candy left in the candy jar?
Explain your answer using words or diagrams.
Mr. Hill: Mr. Hill has been spending a lot of time working on estimating sums and
differences. He decided to give the problem below to his students and bring a sample of
typical responses to the team meeting. The thing that pleased him the most was that all
the students recognized the sum was closest to 1 and had evidence that supported this
understanding. However, he felt the goal was for students to have a “mental picture” of
the magnitude of these fractions like Leslie appears to have. He wonders what he should
do next for students like Cody and Oscar to help them have a better sense of the
magnitude of these fractions.
To help Mr. Hill answer the following:

1) What did Cody and Oscar understand? How do you know?
2) What questions might you ask Cody so that he would not have to add the fractions
before making the estimate? How would these questions help Cody?
3) What questions (or activities) would you ask Oscar to help him move from using
a model to a mental picture of the relative magnitude of the fractions being
added? How would these help Oscar?
Cody’s
Oscar’s Response
Leslie’s
Ms. Petit: Ms. Petit was working with a student helping him to understand addition of
proper fractions. She quickly realized that Emmanuel could add/subtract fractions with
common denominators, but not with unlike denominators, and he could draw models for
1 3
almost any reasonable fraction. For example, when asked to solve the problem ( ! =)
8 8
Emmanuel used a model to add the fractions correctly.
Solution 1:
1 3 1 1
However, when he was asked to solve these problems ( ! " and ! " ) he incorrectly
2 8 2 3
tried to apply the same thinking he used in Solution 1.
Solution 2 Solution 3
Ms. Petit is asking for help on how to get students to use models effectively to add and
subtract fractions with unlike denominators and how to connect the models to an
understanding the meaning of common denominators.
Help Ms. Petit by responding to the questions/prompts below.

1) What feature of the model in Solution 1 allowed Emmanuel to successfully add
the two fractions which is not present in Solutions 2 and 3? What would
Emmanuel have to do to the models in solutions 2 and 3 to allow him to
effectively use the same strategy for adding fractions as he used in Solution 1?
2) Provide a sequence of addition/subtraction problems that would help build this

understanding. Show how the interrelationship between the sequence of problems
you propose and the use of models can be used to build an understanding of the
meaning of common denominators.
7 B Reasoning with Fractions – Warm-up
1) What happens to the relative value of a positive fraction when:
a. The numerator and the denominator are increasing at the same rate.
b. The numerator is increased and the denominator stays the same.
c. The numerator and the denominator are both increasing but the denominator is
increasing at a faster rate.
d. The denominator is increased and the numerator stays the same.
e. The numerator and the denominator are both multiplied by the same number.
4) Using each of the numbers 5, 6, 7, and 8 only once (for each problem) construct 2
fractions that result: (Provide a rationale for the selection of each fraction pair.)
a. the least possible sum
b. The greatest possible positive difference
1 June 2009
7 B – Operations Warm-up Day 2
c. The least possible product
d. The greatest possible product
e. The least possible quotient
f. The greatest possible quotient
Observations/Notes:
2 June 2009
Session 8 B Multiplication Student Work Sort
Show your work.
OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of Education (Award Number
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1 June 11, 2009
Show your work.
Show your work.
Show your work.
Show your work.
Show your work.
Show your work.
Show your work.
Show your work.
8 A Case Study – finding the fractional part of a whole
Mr. Smith is a sixth grade teacher. Among other questions he asked his students to solve
the following problem.
1) Shade 5 of the following figure.

8
Students, for the most part, found 5 of the figure as Thomas and Dyson did in the
8
responses below.
Shade 5 of the figure
8
Thomas’s Response Dyson’s Response
Both responses had the correct answer (the correct number of boxes are shaded),
but each used different strategies to solve the problem. If this question was on MEAP
both students would have answered the question correctly. He wondered, however, if it
mattered if the strategy used to solve the problem was different as long as students got the
right answer. He brought the question to the other sixth grade teachers. They could not
agree if it mattered from a student learning and instructional perspective.
To explore this issue answer questions 1, 2, and 3 below. However, they could not agree
if it mattered from a student learning and instructional perspective.
5
1) Based on the evidence in the student work, what understanding of finding of
8
the figure does Thomas have? What is the evidence?
1 Adapted from materials developed as a part of 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) June 2009
Version 10.0
8 A Case Study – finding the fractional part of a whole
5
2) Based on the evidence in the student work, what understanding of finding of
8
the figure does Dyson have? What is the evidence?
3) Which strategy (Dyson’s or Thomas’s) would lend itself better to:

a) Solving problems with larger wholes or more complex fractions (e.g., 5 of $
8
243 =)? Explain your choice using examples.
b) Building equivalence and magnitude understandings? Explain your choice

using examples
c) Understanding why 1 x= x
3 3
2 Adapted from materials developed as a part of 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) June 2009
Version 10.0
Session 9 B Division Student Work Sort
S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
Session 9 C Partitive Division Student Work Sort
9A – Division Problems
Part I: Solve each of the following problems using 2 different strategies.

(Problems 1 and 2 Source: Van de Walle (2004) Elementary and Middle School
Mathematics, Pearson Education, Inc., 5th addition, pp. 276)
1) Cassie has 5 1 4 yards of ribbon to make 3 bows for birthday packages. How much
ribbon should she use for each bow if she wants to use the same amount of ribbon
for each bow?
2) Linda has 4 2 3 yards of materials. She is making baby clothes for the bazaar. Each
dress pattern requires 1 1 6 yards of material. How many dresses will she be able
to make from the material that she has?
1 June 17, 2009 Version 2

10 A - Transitioning from elementary school fraction demand to middle school demand
GOAL: To develop a strategy that builds upon students pre-existing knowledge as they
engage in mathematics topics in middle school that assume prior fraction understanding
and procedural fluency.
STEP 1: Math topics
Choose one fraction related topic “new to your grade” (e.g., ordering negative
fractions) and one that requires “application” (e.g., solving proportions) at your grade
level.
Topic new to grade:
Topic applied at grade:
STEP 2: Foundational knowledge
Identify foundational knowledge students would need to have to be successful with

the “new topic” and with the “applied topic.”
Topic new to grade:
STEP 3: Identifying related research
Based on research identify developing understandings that you may be able to build
upon, and common errors or misconceptions that may interfere with students learning
the “new topic” or solving problems involving the “applied topic”?
Topic new to grade:
Developing understandings (e.g., uses models to compare fractions0:
1 OGAP was developed as a part of 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) June 2009
Common errors or misconceptions:
If you have pre-assessment information for the students you will be teaching next
year, skip to step 5.
STEP 4: Selecting OGAP pre-assessment questions
Select 4 -5 OGAP questions that you can use in the fall to pre-assess your students
developing understanding related to the “new topic” and to the “applied topic.”
Provide a rationale for the items that you selected.
Topic new to grade:
0227057) June 2009
If you do not have pre-assessment information for the students you will be teaching
this fall, skip to # 6.
STEP 5:
Based on your pre-assessment information, what are developing understandings that

can be built upon as you begin the “new topic” or solve problems involving the
“applied topic”? What are common errors or misconceptions that may interfere with
learning the “new topic” or solving problems involving the “applied topic”?
NOTE: If the pre-assessment questions do not provide the evidence that you need to
inform the topics identified GO BACK to step 4.
Topic new to grade:

0227057) June 2009
Making the Connections
STEP 6:
Based on the evidence in the pre-assessment, your answers to question # 3, and our
discussions over the last two days, develop an activity that provides your students with
the connection between what they know and understand (or don’t understand) and the
“new topic” and to the “applied topic.”
Topic new to grade:
0227057) June 2009
3) Mrs. Jenkins has 2 3 4 gallons of juice for the class picnic.

The juice if divided equally into four pitchers.
How much Juice is in each pitcher?
4A)
Jim is making decorations for a school dance.

He has 4 1 4 yards of wire. Each decoration needs 3 4 of a yard if wire.
How many full decorations can Jim make from the 4 1 4
4B)
Jim has some wire left. Is that fraction left over a fraction of a decoration or a
fraction of a yard? Justify your answer.

Study each of the problems below. Describe the type of unit (e.g., rate) found in the
divisor, dividend, and quotient.
Cassie has 5 1 4 yards of ribbon Linda has 4 2 3 yards of materials. She

to make 3 bows for birthday is making baby clothes for the bazaar.
packages. How much ribbon Each dress pattern requires 1 1 6 yards of
should she use for each bow if
material. How many dresses will she
she wants to use the same
be able to make from the material that
amount of ribbon for each bow?
she has?
Dividend 5 1 yards 4 2 yards

4 3
Divisor 3 bows 1
1 yards/dress
6
Quotient
Which problem have a structure similar to:
Cassie -
Linda -
Explain why?
5) Aiden found out that if she walks really fast during her morning exercise she can
cover 2 1 2 miles in 3 4 of an hour. She wonders how fast she is walking in miles
per hour.

Major Research Considerations at Middle School
• Whole number reasoning may interfere with development of fraction

concepts and procedural fluency (e.g., Post, Behr, Lesh & Wachsmuth,
1986; VMP OGAP, 2005)
• Fraction order and equivalence form the framework for understanding

fractions as quantities that can be operated on (e.g., Post, Cramer, Behr,
Lesh & Harel, 1993)
• Students may struggle with the use and understanding of formal

algorithms when their knowledge is dependent primarily on memory,
rather than anchored with a deeper understanding of the foundational
concepts. Understanding and procedural fluency should be built in a
way that brings meaning to both. (e.g., Behr et al., 1984; Behr & Post,
1992; Wong & Evans, 2007; Payne, 1976; Lesh, Landau, & Hamilton, 1983
Kieren, as cited in Huinker, 2002).
Model for making connections (e.g., Behr et al., 1984; Behr & Post, 1992; Wong &
Evans, 2007; Payne, 1976; Lesh, Landau, & Hamilton, 1983 ).
Model
Context Symbolic
Developing
Understanding
and
Procedural Fluency
Written
Oral
Word
June 8, 2009 OGAP was developed as a part of the Vermont Mathematics Partnership funded by the US Department of
Education (Award Number S366A020002) and the National Science Foundation (Award Number EHR-0227057) v 1
OGAP Fraction Framework (June 2009)
0227057)

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Vermont Mathematics Partnership Ongoing

Assessment Project (OGAP)

Vermont Mathematics Partnership

Middle School Fraction Dilemma

Too many students arrive at middle school

Provide an instant fix

What this workshop is designed to do

• To understand research about how students learn and

• To use knowledge of research to understand evidence in

• Fraction order and equivalence form the framework for

• Students may struggle with the use and understanding of

One way is by developing the connections between the concept

The first step to helping students is understanding what they

Mathematical Topics Other Structures

Fractional Transitional Fractional NON- Fractional

Concepts and Skills Grade 6 Grade 7 Grade 8

1) Solve the following problem using three different strategies.

• when adding fractions

2) What are some patterns of errors/misconceptions across your class?

3) What mathematical concepts/ideas should be emphasized or deemphasized?

How do students see this number?

tudents often see fractions as two whole

numbers, not a single number representing

Evidence in Your Student’s Work

Fractional Transitional Fractional Strategy NON- Fractional

Vermont Mathematics Partnership

• Researchers found that students effectively used five types of

Identify fraction pairs

• Inappropriate whole number reasoning

• Ordering or comparing based on the difference

Mining for Evidence

Evidence to Inform Instruction

Fractional Transitional Fractional Strategy NON- Fractional

• Students should understand and use flexibly

• Students should use a range of reasoning

1 Vermont Mathematics Partnership is funded by NSF (EHR-0227057) and US DOE (S366A020002)

Equivalence and Magnitude

Marge Petit, Marge Petit Consulting, MPC

Students have difficulty with the concept of the

• Only 24% knew that there was an infinite

Misconception: There is a finite set of fractions between any two

Name two fractions that are between 1/3 and 3/4.

Name two fractions that are between 1/3 and 3/4.

Researchers indicate that using number lines have the

Equivalence and Magnitude

1) For each fraction pair:

Marge Petit Consulting, MPC

Number lines can help build understanding of

1) Identify where the number 4 is on this number line. What defined

1) What do the tick marks between the number 0 and 1 indicate?

Identify errors/misconceptions for each response

1) Sample - Student Work Sort

Equivalence and Magnitude

Marge Petit Consulting, MPC

That is, understanding equivalence as well as procedures

---- Researchers suggest developing the

What patterns and relationships do you

What questions can you ask that will start to

What questions can you ask that will start to

Equivalence and Procedural

• Some teachers indicated that they never understood the

Middle School Math Program

In particular, some researchers indicated that “premature experience with formal