In Part A, the student has the fractions in the correct order.
In Part B, the student uses equivalent fractions to explain why the answer to Part A is correct. The student expresses each number as eighths (5/4 = 1 2/8; 13/8 = 1 5/8; 2 1/2 = 2 4/8).
Look at the fractions below.
Part A Put the fractions in order from least to greatest.
Part B Use what you know about equivalent fractions to explain why your answer is correct. Use words and/or numbers in your explanation.
Student 2 Response
Annotation
In Part A, the student has the fractions in the correct order.
In Part B, the student uses pictures and equivalent fractions to represent 5/4 as 1 1/4 and 13/8 as 1 5/8. The pictures correctly show that 1/4 is less than 5/8. The student recognizes that both 5/4 and 13/8 are less than 2, which explains why 2 1/2 is the greatest of the three numbers.
Look at the fractions below.
Part A Put the fractions in order from least to greatest.
Part B Use what you know about equivalent fractions to explain why your answer is correct. Use words and/or numbers in your explanation.
Minimal Responses
Student 3 Response
Annotation
In Part A, the student has the fractions in the correct order.
In Part B, the student uses equivalent fraction to simplify 5/4 and 13/8 to their equivalent mixed number. The student did not express the numbers with the same denominator to explain why the order of the numbers is correct.
Look at the fractions below.
Part A Put the fractions in order from least to greatest.
Part B Use what you know about equivalent fractions to explain why your answer is correct. Use words and/or numbers in your explanation.
Student 4 Response
Annotation
In Part A, the student has the fractions in the correct order.
In Part B, the student does not use equivalent fractions to explain why the answer in Part A is correct. The student does recognize that 2 1/2 is the greatest of the three numbers. This is shown by the partial pictorial representations of 5/4 and 13/8. The student's explanation of how 5/4 is less than 13/8, based on the size of their denominators, is not correct.
Look at the fractions below.
Part A Put the fractions in order from least to greatest.
Part B Use what you know about equivalent fractions to explain why your answer is correct. Use words and/or numbers in your explanation.
Irrelevant Responses
Student 5 Response
Annotation
In Part A, the student has the fractions in the correct order.
In Part B, the student makes a correct generic statement about equivalent fractions but does not use the numbers in the problem.
Look at the fractions below.
Part A Put the fractions in order from least to greatest.
Part B Use what you know about equivalent fractions to explain why your answer is correct. Use words and/or numbers in your explanation.
Student 6 Response
Annotation
In Part A, the student has the fractions in the correct order.
In Part B, the student does not use equivalent fractions to explain why the answer in Part A is correct. The student states that the least number goes first and the greatest goes last. The statement that the mixed number 2 1/2 is the greatest number is true in this situation, but is not true in every situation. The student does not compare 2 1/2 with the other two numbers.
Look at the fractions below.
Part A Put the fractions in order from least to greatest.
Part B Use what you know about equivalent fractions to explain why your answer is correct. Use words and/or numbers in your explanation.
