Anchor paper 88
Anchor Papers:
Problem Solving
practitioner
Problem Solving Rationale
<p>The student's strategy of making an area model to determine if 1/2 of a pie eaten is the same as 4/8 of a pie eaten works to solve this task. The student's answer, "Ben and Brad are both right because 4/8 is one half," is correct.</p>
Reasoning and Proof
practitioner
Reasoning Proof Rationale
<p>The student demonstrates understanding of the underlying concepts of understanding fractional parts of a whole and comparing two fractions in their area model and text.</p>
Communication Level
practitioner
Communication Rationale
<p>The student correctly uses the mathematical term <i>one-half</i> from the task. The student also correctly uses the mathematical term <i>whole</i>. The student correctly uses the mathematical notation 1/8, 4/8, 8/8. Mathematical notation of fractions is different from the written form because the student has to determine the correct numerator and denominator. The student does not earn credit for the term <i>chart</i>, because a chart was not included in the student's solution.</p>
Connections Level
practitioner
Connections RationaleAnchor paper 88
<p>The student makes the mathematical observations, "Ben and his friends Can have another slice of pie. none will be left," and, "8/8 is one whole."</p>
Representation
practitioner
Representation Rationale
<p>The student's area model is appropriate to the task and accurate. A title is provided and each slice of pie is labeled 1/8. The student's text supports why the student decides to only notate eighths of the apple pie.</p>