Using drawings to describe problemsĭrawing strip diagrams is a process that actually begins in Kindergarten and 1st grade when students should be drawing pictures to represent word problems. The way we help them be more successful with problems like this is to give them tools to improve their comprehension of word problems and the numbers they contain. The students who chose H lacked an understanding of the meaning of the numbers in the problem. If the temperature is 18 degrees and the temperature drops 29 degrees… We need to be extremely careful to not teach “rules” that expire. Your first thought might be, I need to make sure my students always know to subtract the smaller number from the bigger number.
They couldn’t do 3 minus 5, so they did 5 minus 3. Students who chose H realized it was a subtraction problem, but took the numbers in order from the problem and subtracted them. The smaller number comes first in the problem. Look closely at the order of the numbers in the problem. Can you see the error that the students who chose that answer made? Take a minute to figure it out before you scroll down. Look at the most common wrong answer, choice H. Let’s get started! As you can see from this test item, only roughly half of the students in the state got the correct answer. A wonderful organization called lead4ward analyzes the test each year and provides error analysis statistics. The test items in this post come from the 2021 State of Texas Assessments of Academic Readiness (STAAR) test. There is no additional cost to you, and I only link to books and products that I personally use and recommend. This post contains affiliate links, which simply means that when you use my link and purchase a product, I receive a small commission. And I have some super clear examples to persuade you!
As far as strategies go, drawing strip diagrams is one of the most powerful strategies students can have in their toolbox. A more effective way to use the data is to analyze the wrong answers to determine underlying misconceptions that resulted in the wrong answers and provide students with strategies and tools to improve their overall mathematical reasoning. In the end, that’s not an effective strategy, because they’ll probably never see a problem exactly like that one again.
Gridable drawings how to#
Oftentimes, we’ll take a problem that students, as a whole, perform poorly on and we create a bunch of problems just like that one and “teach” them how to work that type of problem. There’s a lot to be learned from the data that comes from state testing if we use it correctly.
0 kommentar(er)
