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Student

Aiden

Nick

Manny

Draws Pictures representing

Interprets problems correctly. indicating it is a multiplication multiplicative reasoning

draw picture representing

Has strong understanding of Understood and answered in "Mary's Cookie Jar"

group discussion that "in all" question. He also drew

what the word problems

out a picture to the pencil

were asking. Stopped at the indicates multiplication

operation

word problem to help

problem with seeds and

Sahar understand her

went back to check his

work.

answer and caught that he

did not include Tuesday in

his "groups"

word problems with little

trouble. Was not able to see

that Tuesday was counted as

a group, but was able to

reexplain after discussion. Discussed that "in all" means

multiplication.

for "Mary's cookie jar"

and "Figure me Out"

chart.

Has a well developed and

group discussion that "in all" for "Mary's cookie jar"

strong understanding of

indicates multiplication

and "Figure me Out"

word problems and picking operation

chart.

apart the information and

applying them accordingly.

He is also able to do complex

4 digit by 4 digit subtraction,

mentally.

Micah

Sahar

Drew an accurate

reprentation for "Mary's

cookie jar", as well as

pencil problem. As

Understands key words in a

indicated, he wrote out

problem, however needs

Struggled with seed

seeds and days to give

help reading some problems

problem. At first, did not

him a visual represenation

and picking apart the

understand to apply Tuesday

to solve. This indicates to

appropariate info.

as a group, but rather saw it

me that using a visual

as a first addend. After

helps the student apply

discussing with the group, I

his multiplicative

noticed he wrote out each

reasoning.

day (Tuesday-Saturday) and

wrote the amt. of seeds

bought underneath each

day, which gave him a visual

of units and groups.

As mentioned, student is

struggling to understand the

Struggled to pick out any key information in the word

problem and how to apply it

words that indicate

multiplicatively

multiplication operation.

Also seems to be in the

beginning stages of

multiplicative reasoning,

however still displayed

strong understanding of

place value.

draw a picture for "Mary's

Cookie Jar". Sahar used

repeated addition to

represent her answer, and

Aiden assisted to draw a

picture of her reasoning.

of things in multiplicative

Has basic understanding that word problems and words

"in all" idicates multiplicative that may indicate the

reasoning. When asked to operation.

reexplain what "in all"

means to her, she discussed

that it means that she would

add all items together. This

shows that she is at a basic

understanding of

multiplicative reasoning but

needs extra help. Struggled

with seeds problem.

Cynthia

Drew a good

representation of "Mary's

Cookie Jar" problem and

Pencil Problem. Used

repeated addition to solve

Yu-gi-oh cards problem,

but no picture included.

Uses traditional algorithm or other

strategy?

traditional algorithm, however

when asked to represent his

reasoning with other strategies,

he was able to do so. One way to

represent his thinking is breaking

numbers into more friendly

numbers, using his understanding

of place value.

Needs to work on

EXIT TICKET: Can construct a story

What can we work on next

problem that asks for appropriate

session?

operation?

His ticket showed his

is clear that he is ready for

understanding of groups and

multi-step multiplication

units of things in multiplication,

problems. His place value

and used "in all" at the end of

understanding is strong, and

the problem, showing that he

he is a proficient level of

understood that this term

picking apart information in

indicates the problem is asking

word problems and applying

for the multiplication

them in the operation

operation.

procedure, appropriately.

using the traditional algorithm, he

also showed other strategies to

solve, such as breaking the

numbers into smaller groups and

adding them up, showing

He had to leave half way

representation of groups and

through lesson for Violin

units in a problem.

practice

each problem: Traditional

algorithm, pictures, partial

product and adding each group

individually.

one with this student, giving

him problems similar to the

seeds to see how we can

bridge the gap from straight

forward multiplication

problems that give the

groups and units, to ones

that the student has to

assess each part and

determine if the information

is part a unit or group.

how I can scaffold this

Manny's word problem was the

student's work, in order to

most complex out of all the exit

keep him motivated and

tickets. He crated a multiengaged in his learning.

staged multiplication word

When he is done with work,

problem that indicidates he is

I would give him multi-digit

bridging over to muti-digit by

by multi-digit problems to

multi-digit multiplication and

solve and ask him to

possibly pre-calculus

construct a word problem

using those numbers.

each problem: Traditional

algorithm, pictures, partial

product and adding each group

individually. He did this for all

problems.

the most comfortable strategy for

this student. She is at the

forefront of understanding that

172 added 4 times, is really 4

groups/weeks times 172 pencils.

more problems similar to

"Mary's Cookie Jar", asking

him to draw more pictures

Struggled creating a complete and create number

word problem, due to time

sentences asking for the

running out.

multiplication operation.

This will help him get more

comfortable approaching

problems like the "seeds

problem"

back to the basics to teach

this student what groups

Was not able to create a word and units represent in

problem. Page left blank

multiplication, and asking

her to create drawings to

help her visualize her

multiplicative reasoning.

the standard algorithm, however

Similar to Micah, I would

used repeated addition for Yu-giDid not construct a

give this student more

oh problem.

multiplication word problem, problems similar to "Mary's

instead created a separate

Cookie Jar", asking her to

result unknown problem. I am draw more pictures and

not sure if that is because she create number sentences

did not understand directions asking for the multiplication

completely or she is at a

operation. This will help her

bridging point of understanding get more comfortable

the basics of multipliction and approaching problems like

applying it to word problems. the "seeds problem" and YuGi-Oh problems.

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