7ZE +.qeg

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
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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.
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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.
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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
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may not use words or numbersin your diffi
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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'
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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.
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