Draw a diagram that illustrates the division problem: 7ZE+.qeg ,05 1,175 be sure to indicate the dividend, divisor, and quotient. You in your diagram. may not use words ot llt?bers # g ; oJ t t s i5. , p a' KKK 50w Student was able to accurately portray the dividend (1.75) and the divisor relative to that dividend (0.5). The quotient shows that three full divisors and half of a divisor are contained in the dividend or that the quotient is 3.5 units of the divisor. Note that despite the directions not to use numbers that the student has done so. Draw a diagram that illustrates the division problem: 7.79+0.5p, be sure to indicate the dividend, divisor, and quotient. You may not use words or numbersin your diagram. nL @uorret-tr) --3L Lprvtslre) u'iE S0mTDwrD€ND) -{gO 25 , f , ) o/< L I @@ @ f f i Student was able to accurately portray the dividend (1.75) and the divisor relative to that dividend (0.5). The quotient shows the quantity of 3.5, but it is expressed in the same units as the dividend. The student has not demonstrated understanding of either the measurement (quotative) or fair sharing (partitive) model for division. Note that despite the directions not to use numbers that the student has done so. Draw a diagram that illustratesthe division problem: 7.75+ 0.5 be sure to indicate the dividend, divisor, and quotient. You may not use words or numbersin your diagram. ,b The student has represented the dividend as a line segment, but has confused the idea of division by 0.5 with division by 2 (or dividing something in half). Note that despite the directions not to use numbers that the student has done so. Draw a diagram that illustrates the division problem: 1 . 7 5+ 0 . 5 be sure to indicate the dividend, divisor, an,*-duotGit\You \*l_-______/ may not use words or numbersin your diffi ,53l,Js ''{ \ il \-_ Q=,25 W, This student has found two ways (rectangular array and coins) to portray both the dividend and the divisor. The student has also shown some understanding of the measurement (quotative) model for division, but has not been able to draw the proper conclusion from the measurement. The diagram seems to indicate more than three divisors are contained in the divident or that the quotient is greater than 3, but the student hasn't shown how to deal with the fractional part of the quotient. Note that despite the directions not to use numbers that the student has done so. Draw a d iagram that illustrates the division problem: 7.75+ 0.5 b e sur e t o indicate the dividend, divisor, and quotient. You t:t diagram' pp @@ @l p e E 0 0 o @ s \ 0o @ @ @ P a r [email protected]@ 0 6 tp 0 0) o t0 o @@ 0 0 ; s @ s lCI @ oOoqo l 0 vp @0 g d o @g W @ @ @ 0 @ 0 @ @ o [email protected]@ g p @ o @I t o @ @ @ 0 d OCI{e l o o o s @@ 0 D so @ C I D oI eo @ \ D @ eCc l 0 q Q BpR ffi,:ft /3,3888 [email protected]@@ @[email protected] 0000C C I\ d d s oo &0ote bo @@o 0oooo The student has represented the dividend as a set of 175 objects (smiley faces), but has confused the idea of division by 0.5 with division by 2 (or dividing something in half). Note that this is the only student not to have used numbers or words in their diagram. @@@@o D ( 9 $ [email protected] o D e 90

© Copyright 2021 Paperzz