Descriptive Feedback…Moving to the Next Level (PPT)
(The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership
Academy (MPA), is supported with funding from the National Science Foundation under Grant
No. EHR-0314898)
I agree with the pattern that you have identified
in the table. I am not convinced that the rule
you wrote works for all the values in the table.
How could you prove this?
I like how you completed the assignment.
You accurately found the number of students in
4th grade who said chocolate ice-cream was
their favorite. You now need to divide this
number by the total number of students to get
the percent who said chocolate ice-cream was
their favorite.
Your explanation of your work is the best that
you have done. Nice use of math terms in your
explanation.
Math Expressions; Marks-Krpan
In your final answer, you use images effectively
to show that 1.7 is larger than 1 12 . How could
you use these images to show the reader how
much larger 1.7 is than 1 12 ? I like how you
converted 12 into the decimal 0.5 so that you
could compare the two numbers easily. This is
an effective strategy to use in mathematics when
numbers are written in different forms. What
other visuals could you include to show that 1.7
is larger than 1 12 ?
Your definition effectively explains how a ratio
is used. You also provide many good examples
of ratios in different forms, including fractions.
Based on the examples you included, do you
think that 12 belongs in the non-example
category? Why or why not?
Descriptive Feedback, Mathematics Constructed Response Questions (GRREC 2007)
You have correctly answered both parts of the
problem, showing me that you were able to
interpret both the question and the graph. Your
method of creating tables to show your
combinations and prices worked to solve the
problem.
Your next step is to find out the cost of buying
the shirts if you could only buy packages to fill
your order. How much more expensive would it
be? What percentage is saved when you have
the flexibility to buy the shirts in packages and
individually, versus only in packages?
I can see that you understood what Jill meant by
doubling the height and width. Your diagram
correctly shows what would happen if you
doubled each side of the garden.
Your next step will be to look for the word
‘area’ in your math journal. Find the areas for
each garden in your diagram. Check to see if
the area is doubled from Kevin’s original
garden. We have learned so many different
terms in our geometry unit, it is easy to become
confused. Another strategy to try is to actually
make the “doubled garden” with paper and try
folding it in half. Does one half have the same
dimensions as the original 4 by 6 garden?
Good work! Your marks have really improved
in this unit. Continue to come to extra help
sessions after school. Your efforts are really
making a difference in your learning!
You need to show an equation for this solution:
15 x

20 90 , then solve for x by cross-multiplying.
I don’t think that you are understanding slope.
rise
Remember the ratio is run . You can use the
graph to draw a rate triangle to find the rise and
run between any two points on the line and then
create the ratio, or you can just take the same
two points and substitute them into the
y 2  y1
x 2  x1
. I
think you need more practice finding the ratio.
Please redo questions #1, 2, and 3abc.
Yesterday we did a similar problem in class.
Review sample problem #2 and try to apply the
same strategy in this solution.
1
4,
When I look at your picture of
I notice that
your circle is not split into equal parts. You
must split the circle in half, then half again if
1
you want to show 4 . Please redraw it and
return it to me to so that I can check it.
Be more specific and give more details.
I noticed that you tried a trial and error strategy
to solve this problem. I see that it took you
many tries before you got the correct answer. Is
there another problem solving strategy that you
can try that is more efficient?