Stephanie Hanson EPS 541 4/18/2013 FRAMING GRAPHIC: Defining a Learning Progression Learning Progression Topic Area Mathematical

Word Problems

Novice: Is developing math vocabulary and uses concrete manipulatives or pictoral representations to solve single-step word problems.

Practitioner: Demonstrates some knowledge of math vocabulary and use concrete representations or simple mathematical strategies to solve single-step and some multi-step word problems.

Independent/Expert: Integrates knowledge of math vocabulary, number and operation sense, and procedural knowledge to solve multi-step word problems using a range of strategies.

Conceptual Knowledge: Limited and developing knowledge of math vocabulary that indicate the operations of addition or subtraction, however the operations may be confused Procedural Knowledge: Correct identification of addition or subtraction with teacher prompting Use of strategies such as concrete manipulatives or pictoral representations Metacognitive Knowledge: Limited awareness of solution paths that

Conceptual Knowledge: Knowledge of some math vocabulary that indicate the operation(s) to be used in a word problem, however, the bulk of vocabulary knowledge relates to only addition and subtraction and vocabulary that relates to division and multiplication are often confused Procedural Knowledge: Correct identification of addition and subtraction, but limited identification of multiplication and division within a word problem Successful use of a few mathematical

Conceptual Knowledge: Knowledge of math vocabulary that indicate any and all of the four operation(s) to be used in a word problem, including but not limited to: sum, in all, total, more, difference, less, leftover, product, equal groups, equal sharing Procedural Knowledge: Correct identification of any of the four operation(s) Successful use of different mathematical strategies including but not limited to: drawing a picture, using manipulatives such as counters,

Metacognitive Knowledge: Aware of solution paths that are effective for singlestep word problems Habits of Mind: Limited knowledge of solution steps that are Require significant effective for multiteacher support in step word problems order to complete difficult problems Seek and employ patterns and solution Teacher is sole source methods with teacher of information or peer prompting Habits of Mind: Seek pathway to a solution Persist through difficult problems with teacher support Begin to seek information in outside sources

are effective for single-step word problems No knowledge of solution steps that are effective for multi-step word problems Employ the same strategy for different word problems with varying degrees of success

strategies including: drawing a picture, using manipulatives such as counters, rods, or tiles, number line, hundreds chart, calculator, setting up a number sentence

rods, or tiles, number line, hundreds chart, skip counting, equal sharing, equal grouping, calculator, setting up a number sentence Metacognitive Knowledge: Fully aware of solution paths that are effective for different types of word problems Actively seek and employ patterns and solution methods that are successful Habits of Mind: Seek multiple pathways to the same solution Persist through difficult problems Refer to multiple sources of information including anchor charts, textbooks, and peers