Building Math Proficiency Lesson 5 254

Before you work on your assignment, please read this. The purpose of assignments in this course is for you to show your learning of the lesson content. Therefore, it is very important for you to use the keywords and terms in your answers and to refer to the important concepts from the lesson and the readings as you prepare your assignment.

Respond to the following prompts after reading the case scenario.

EmilyMeet Emily, a 4th-grade student, who has a solid conceptual understanding of division but is facing challenges when it comes to applying procedural fluency to solve word problems that contain division.

Conceptual understanding: Emily has a good grasp of the concept of division. She understands division is about sharing or grouping a certain quantity into equal parts. She can relate division to real-life scenarios, such as distributing candies among friends or dividing a pizza into slices. Emily can also explain the relationship between division and multiplication, recognizing that division is the opposite operation of multiplication.

For example, when given the problem “There are 24 cookies, and each box can hold 4 cookies. How many boxes are needed?”, Emily can confidently explain that she needs to divide the total number of cookies (24) by the number of cookies per box (4) to find the number of boxes.

Struggle with procedural fluency: Despite her strong conceptual foundation, Emily faces difficulties when she attempts to solve division word problems in a procedural manner. She takes longer to set up the division equation, makes calculation errors, and/or struggles with deciding which numbers to use in the division process.

For instance, when presented with a word problem like “There are 56 students and they are to be divided into 8 equal groups. How many students will be in each group?”, Emily hesitates when trying to set up and solve the division equation.

• Describe two ways you can help Emily develop procedural fluency from her conceptual understanding of division to the procedural fluency necessary to solve word problems including division.
• Explain how Emily could benefit from using two metacognition strategies to help her process and solve math word problems.
• Describe three ways to use schema-based instruction to help Emily increase her ability to successfully solve math word problems.