Day 58: Fraction Test

6th Grade Math Standards: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc .) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?

Objective: Divide fractions to find a quotient; locate a fraction between two numerators of a like denominator that are next to each other on the number line (find what's between 10/3 and 11/3); multiply fractions to find a product; add fractions to find a sum; subtract fractions to find a difference

Agenda:

1. QSSQ
2. Fractions Test
3. Work on WQ 
4. Challenge Problems

Assessment: The test.

Glass Half-Full: The operations were done on problems one through eight and if that was the entire test grades would have been much higher. Kids can carry out the algorithm. Not surprisingly it's the higher order stuff such as application in the real world and finding holes between 10/3 and 11/3 where we struggled.

Regrets: The assessment included an interleaving question of 46 divided by 5. Students were instructed to find it using decimals, but I never reviewed this as part of the study guide the day prior, so I was not as stringent as the other math teachers probably were when students gave an answer of 9 and 1/5.

I also feel like this test is not as high up Bloom's Taxonomy as it could be.