A/F Conceptual Error- Student thinks the greater the denominator, greater the fraction. B/G Misinterprets who completed each portion of the homework. C/H Conceptual Student thinks the greater the denominator, greater the fraction. *D/J Correct Answer Instructional Implications: Provide students with opportunities to compare fractions that are set in real life contextual situations. Students should have a variety of ways to compare fractions. One is comparing using benchmark fraction like zero, one-half, and one. 2015 4th Grade STAAR Reporting Category 2: Computations and Algebraic Relationships represent and solve addition and subtraction of fractions with equal denominators using objects 4.3 (E)- and pictorial models that build to the number line and properties of operations; and Readiness Standard Vocabulary: fractions, denominators, pictorial models, number line, properties of operations When Taught? Multi-Coding: Cognitive Level: 4.1 (A), (B), (E), (F) Level III- Apply Correct Answer Regional Data Campus/ District Data Analysis of Distracters A/F Adds numerators and denominators together B/G Adds numerators of the two given fractions and keeps the denominator the same. *C/H Correct Answer D/J Simplifies the fraction incorrectly Instructional Implications: A pictorial model that builds to a number line is a strip diagram. This is what is being used in the diagram above. Students need opportunities to use strip diagrams when working with fractions. Provide real-life situations for students to solve while comparing fractions as well. 2015 4th Grade STAAR Reporting Category 2: Computations and Algebraic Relationships evaluate the reasonableness of sums and differences of fractions benchmark fractions 0, 1/4, 4.3 (F)- 1/2, 3/4, and 1, referring to the same whole. Supporting Standard
A/F Conceptual Error- Student thinks the greater the denominator, greater the fraction. B/G Misinterprets who completed each portion of the homework. C/H Conceptual Student thinks the greater the denominator, greater the fraction. *D/J Correct Answer Instructional Implications: Provide students with opportunities to compare fractions that are set in real life contextual situations. Students should have a variety of ways to compare fractions. One is comparing using benchmark fraction like zero, one-half, and one. 2015 4th Grade STAAR Reporting Category 2: Computations and Algebraic Relationships 4.3 (E)- represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations; and Readiness Standard Vocabulary: fractions, denominators, pictorial models, number line, properties of operations When Taught? Multi-Coding: 4.1 (A), (B), (E), (F) Cognitive Level: Level III- Apply Correct Answer Regional Data Campus/ District Data Analysis of Distracters A/F Adds numerators and denominators together B/G Adds numerators of the two given fractions and keeps the denominator the same. *C/H Correct Answer D/J Simplifies the fraction incorrectly Instructional Implications: A pictorial model that builds to a number line is a strip diagram. This is what is being used in the diagram above. Students need opportunities to use strip diagrams when working with fractions. Provide real-life situations for students to solve while comparing fractions as well. 2015 4th Grade STAAR Reporting Category 2: Computations and Algebraic Relationships 4.3 (F)- evaluate the reasonableness of sums and differences of fractions benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole. Supporting Standard
staar_2015_gr4_math_analysis.docx