TEACHER TIPS help you make the most of OGAP in your classroom this year. If you have comments or suggestions about TEACHER TIPS, please let us know at  [email protected].
February 6, 2018
Looking at the Evidence in Student Work: Division

It is that time of year in school when most 3rd , 4th  and 5th  grade classrooms are working on various skills and concepts related to  division . Last summer during OGAP training we spent some time learning strategies for teaching division based on the grade 4 and 5 CCSS expectations that state that students should be:

"Using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models."
 
Below are two pieces of student work on a division problem. For each example, consider where the work is on the OGAP Division Progressionand think about what might be a next instructional strategy.
 
Here is the task the students were given:

As you examine these 2 student responses, think about the following questions:

1. Where is this student work on the OGAP division progression?
2. Where is the evidence of understanding? Misconceptions?
3. What would be your next instructional step for this student?


Student 1:
Student 2:
Click here for notes  on each of these pieces of work.  See the previous  Menu Division Teacher Tip  for a video of one of the OGAP presenters teaching one strategy for division.
Action Item

  1. Select an item from the item bank that focuses on division with numbers that are appropriate for your students. You can do this by: 
    • Filtering the items using the light blue box on the left of the page (select division from operation, size of divisor from complexity of divisors, and possibly the context)
    • Reviewing the items left on the list after you filter
    • Clicking either Print or Add to Item List
  2. Do a quick sort of the student work into piles based on their strategies and location on the division framework.
  3. Look for evidence of developing understandings and misconceptions and design a quick 10-minute mini-lesson to respond to some of your findings. This might include sharing some of the responses from your students in an intentional sequence and discussing the strategies or errors. (See teacher tip on Instructional Responses for a more detailed breakdown of this strategy.)
Did you know?

You can access the OGAP Item Banks online in two ways: find our new searchable OGAP item bank  here ( bookmark it! ) or view the PDFs at  www.ogapmath.com/item-bank .

Also, you can access past issues of OGAP Teacher Tips by visiting  www.ogapmath.com/ogap-teacher-tips-archive.