Can you follow Victoria’s thinking? Help me understand.
Do the parts equal the whole? Explain why you think the student recorded 18.40 in this way.
When asked to solve a fraction divided by a whole number, the student gave context (a story), a picture and the solution. Do you agree with the answer? If not what does the student need to work on?
Can you see the connection to the vertical method (algorithm)? Why is it necessary for students to understand this?
Here is an example of a grade 4 bar model/tape diagram. If you were Sophia’s teacher what more could you ask her to extend her thinking?