1. NC NAEP Project Module 2 - Activity 1 Examining Strategies for Solving Multi- Step Problems: “Sam’s Lunch” Elementary Module 2, Activity 1

2. Goals Develop understanding of the differences between single-step whole number word problems involving addition and subtraction and multi-step problems. Develop understanding of some of the characteristics of multi-step addition and subtraction word problems involving whole numbers. Elementary Module 2, Activity 1

3. “Sam’s Lunch” NAEP Problem Sam can purchase his lunch at school. Each day he wants to have juice that costs 50¢, a sandwich that costs 90¢, and fruit that costs 35¢. His mother has only $1.00 bills. What is the least number of $1.00 bills that his mother should give him so that he will have enough money to buy lunch for 5 days? Elementary Module 2, Activity 1

4. “Sam’s Lunch” NAEP Problem 1) What percentage of fourth graders do you expect solved this problem correctly? 2) What percentage of fourth graders do you expect solved this problem incorrectly? Elementary Module 2, Activity 1

5. Questions for Small Groups 1) How many steps are needed to solve the problem? (Describe a range of reasonable approaches) Elementary Module 2, Activity 1

6. Questions for Small Groups 2) Examine the language used to express the question. 3) What parts of this language might be difficult for students to interpret? 4) Would any of the language be especially challenging for English Language Learners? Elementary Module 2, Activity 1

7. Questions for Small Groups 5) What type of mathematical errors would you expect to see fourth graders make on this problem? Elementary Module 2, Activity 1

8. Student Performance on “Sam’s Lunch” NAEP Problem Elementary Module 2, Activity 1

9. Student Performance on “Sam’s Lunch” NAEP Problem How did your predictions of the fourth graders’ achievement on the problem relate to the actual performance data? Elementary Module 2, Activity 1

10. Discussion For students who completed the problem correctly: ◦ How did their solution methods compare to the solution methods applied by the members of your group? Elementary Module 2, Activity 1

11. Discussion For students who completed the problem incorrectly: ◦ Did the student seem to be aware that “Sam’s Lunch” was a multi-step problem or did they solve it as if it were a single step problem? ◦ Did you see any evidence that indicated that the student did not understand the language used to express the problem? Elementary Module 2, Activity 1

12. Discussion For students who completed the problem incorrectly: ◦ How did the actual errors made by the fourth graders compare to the error predictions made by your group? Elementary Module 2, Activity 1