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FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task can be implemented individually, with small groups, or with the whole class.
 The teacher asks the student to complete the problem on the Contextualizing Fraction Division worksheet.
 The teacher asks followup questions, as needed.
TASK RUBRIC
Getting Started 
Misconception/Error The student is unable to create a context that can be represented by a mathematical expression. 
Examples of Student Work at this Level The student creates a story context that involves numerical quantities but does not correspond to any mathematical operation.

Questions Eliciting Thinking What is represented by four and in your story? What question did you pose in your story context? What mathematical operation is needed to answer the question?
What kinds of problem situations require division? Can you create a story context for 12 ÷ 3? 
Instructional Implications Review terminology associated with each of the four basic operations such as more than or increased by, fewer than or decreased by, n times as many as, and separated into or divided into. Emphasize possible interpretations of the division operation (e.g., determining how many of the divisor will fit into the dividend or cutting the dividend up into divisorsized pieces). Ask the student to create division word problems using whole numbers for each interpretation of division. Then, assist the student in modifying his or her word problems to accommodate fractions. 
Making Progress 
Misconception/Error The student is unable to place the given problem into a division context. 
Examples of Student Work at this Level The student generates a mathematical context that requires an operation other than division.

Questions Eliciting Thinking What does division mean? In the equation 12 ÷ 3 = 4, what does the 12 mean? The three? The four?
What kinds of questions can be answered by dividing?
What operation is need to answer the question you posed? 
Instructional Implications Ask the student to explain his or her reasoning for the story context and to identify the operation needed to answer the question posed. Given a set of onestep word problems, ask the student to identify the operation (i.e., division, multiplication, addition, or subtraction) required to answer the question posed in each problem. Focus the student’s attention on the relationship between the words used in the problems and the operations needed to answer the questions posed in the problems. Then ask the student to create story contexts for additional given division problems. 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level The student creates a story context in which four and have clear meaning, and division is needed to answer the question posed in the problem.

Questions Eliciting Thinking How are fractions related to division?
What kinds of quantities can be represented by fractions? Are there some kinds of quantities for which fractions would not make sense? 
Instructional Implications Ask the student to answer the question posed in his or her problem.
Ask the student to create a story context for a division problem in which a fraction is being divided by a fraction. 
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
 Contextualizing Fraction Division worksheet
SOURCE AND ACCESS INFORMATION
Contributed by:
MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.