2015 3rd Grade STAAR Reporting Category 3 : Geometry and Measurement decompose two congruent two-dimensional figures into parts with equal areas and express the 3.6 (E)- area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape. Supporting Standard Vocabulary: decompose, congruent, two-dimensional, figure, equal, area, unit fraction, equal shares, identical When Taught? Multi-Coding: Cognitive 3.1 (B), (E), (G) IV- Evaluate Correct Answer Regional Campus/ District Analysis of Distracters Data Data A/F Conceptual error with fractions. Student does not pay attention that the rectangles are the same size and both represent fourths. Student thinks because the area that is shaded is thicker then it must be greater. B/G Conceptual error with fractions. Student does not pay attention that the rectangles are the same size and both represent fourths. Student thinks because the area that is shaded is longer then it must be greater. *C/H Correct Answer D/J Conceptual error Instructional Implications: This can be taught while teaching fraction concepts with students. It should not be introduced until fractions have been covered in the classroom. Paper folding is one way to help students develop this concept. Using graph paper can also help students see how when dividing two congruent shapes into the same number of equal parts differently the area of each unit fraction is equivalent.
2015 3rd Grade STAAR Reporting Category 3 : Geometry and Measurement 3.6 (E)- decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape. Supporting Standard Vocabulary: decompose, congruent, two-dimensional, figure, equal, area, unit fraction, equal shares, identical When Taught? Multi-Coding: 3.1 (B), (E), (G) Cognitive IV- Evaluate Correct Answer Regional Data Campus/ District Data Analysis of Distracters A/F Conceptual error with fractions. Student does not pay attention that the rectangles are the same size and both represent fourths. Student thinks because the area that is shaded is thicker then it must be greater. B/G Conceptual error with fractions. Student does not pay attention that the rectangles are the same size and both represent fourths. Student thinks because the area that is shaded is longer then it must be greater. *C/H Correct Answer D/J Conceptual error Instructional Implications: This can be taught while teaching fraction concepts with students. It should not be introduced until fractions have been covered in the classroom. Paper folding is one way to help students develop this concept. Using graph paper can also help students see how when dividing two congruent shapes into the same number of equal parts differently the area of each unit fraction is equivalent.
staar_2015_gr3_math_analysis.docx