2015 3rd Grade STAAR Computations and Algebraic Relationships Reporting Category 2 : represent and solve one- and two-step multiplication and division problems within 100 using 3.5 (B)- arrays, strip diagrams, and equations; Readiness Standard multiplication, division, array, strip diagram, equation Vocabulary: When Taught? Cognitive Level: 3.1 (A),(B), (E), (F) II- Understand Correct Answer Regional Data Campus/ District Data Analysis of Distracters *A/F Correct Answer B/G Conceptual Error- Student adds the 14 oranges with the 7 slices. C/H Student recognizes the array has a total of 14 and 7 in each row. There is no attention to what the question is referencing. D/J Student recognizes the 7 in the representation that is referenced in the problem. Instructional Implications: When students are solving problems in the classroom it is important to have them represent their understanding in various ways. Using strip diagrams as part of a problem solving model when analyzing given information will provide opportunities for students to work with them often. At times students should also be requested to represent problems using arrays. 2015 3rd Grade STAAR Computations and Algebraic Relationships Reporting Category 2 : describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 3.5 (C)- 24; Supporting Standard Vocabulary: multiplication, expression, comparison When Taught? Cognitive 3.1 (A),(B), (G) Level IV- Analyze Correct Answer Regional Campus/ District Analysis of Distracters Data Data A/F Student only looked at the expression instead of reading the entire problem.
2015 3rd Grade STAAR Reporting Category 2 : Computations and Algebraic Relationships 3.5 (B)- represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations; Readiness Standard Vocabulary: multiplication, division, array, strip diagram, equation When Taught? 3.1 (A),(B), (E), (F) Cognitive Level: II- Understand Correct Answer Regional Data Campus/ District Data Analysis of Distracters *A/F Correct Answer B/G Conceptual Error- Student adds the 14 oranges with the 7 slices. C/H Student recognizes the array has a total of 14 and 7 in each row. There is no attention to what the question is referencing. D/J Student recognizes the 7 in the representation that is referenced in the problem. Instructional Implications: When students are solving problems in the classroom it is important to have them represent their understanding in various ways. Using strip diagrams as part of a problem solving model when analyzing given information will provide opportunities for students to work with them often. At times students should also be requested to represent problems using arrays. 2015 3rd Grade STAAR Reporting Category 2 : Computations and Algebraic Relationships 3.5 (C)- describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24; Supporting Standard Vocabulary: multiplication, expression, comparison When Taught? 3.1 (A),(B), (G) Cognitive Level IV- Analyze Correct Answer Regional Data Campus/ District Data Analysis of Distracters A/F Student only looked at the expression instead of reading the entire problem.