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Interview Questions 1

JOIN

Change Unknown

Result Unknown

Sam had (3, 6, 9) Hot

Wheels. Tom Gave him

(2, 4, 7) more. How

many Hot Wheels does

he have altogether? (5,

10, 16)

How many more does she need

to have (5, 10, 12)? (4, 7, 4)

SEPARATE

Change Unknown

Result Unknown

Sarah had (5, 10, 15)

dolls. She gave (2, 4, 8)

to Melissa. How many

does she have now? (3,

6, 7)

gave some to Emily. Now she

has (3, 2, 8) left. How many did

she give to Emily? (2, 8, 6)

Start Unknown

Josh had some Hot Wheels. Will

gave him (2, 5, 9) more Hot

Wheels. Now she has (3, 9, 15)

How many did Josh start with?

(1, 4, 6)

Start Unknown

Samantha has some dolls. She

gave (2, 3, 9) to Amy. Now she

has (3, 7, 4). How many dolls

did Samantha start with? (5, 10,

13)

PART-PART-WHOLE

Whole Unknown

Part Unknown

Ryan had (5, 10, 16) footballs, (1, 4, 7)

baseballs. How many balls does he have? (5, baseballs and the rest soccer balls. How many

10, 16)

soccer balls does Ryan have? (4, 6, 9)

COMPARE

Result Unknown

Change Unknown

Start Unknown

Jack has (5, 10, 16)

marbles and Josh has (2,

4, 9) marbles. How

many more marbles does

Jack have than Josh? (3,

6,7)

Interview Questions 2

Anna has (2, 4, 6) more

marbles than Tyler. How many

marbles does Anna have? (5, 9,

15)

has (3, 7, 9) more than Erin.

How many marbles does Chris

have? (2, 3, 4)

Result Unknown

Sam had (12, 14, 28)

Hot Wheels. Tom Gave

him (17, 18, 82) more.

How many Hot Wheels

does he have altogether?

(29,32, 110)

Result Unknown

JOIN

Change Unknown

Grace had (13, 18, 29) Hot

Wheels. How many more does

she need to have (29, 42, 112)?

(16, 24, 83)

Start Unknown

Josh had some Hot Wheels. Will

gave him (67, 39, 137) more Hot

Wheels. Now he has (79, 81,

232) How many did Josh start

with? ( 12, 42, 95)

SEPARATE

Change Unknown

dolls. She gave (13, 28,

127) to Melissa. How

many does she have

now? (11, 14, 95)

She gave some to Emily. Now

she has (16, 56, 78) left. How

many did she give to Emily?

(13, 28, 42)

PART-PART-WHOLE

Whole Unknown

Start Unknown

Samantha has some dolls. She

gave (12, 17, 43) to Amy. Now

she has (75, 71, 121). How many

dolls did Samantha start with?

(63, 54, 78)

Part Unknown

Ryan had (28, 43, 113) footballs, (15, 25, 84)

29) baseballs. How many balls does he have? baseballs and the rest soccer balls. How many

(27, 34, 112)

soccer balls does Ryan have? (13, 18, 29)

COMPARE

Result Unknown

Change Unknown

Start Unknown

Jack has (19, 83, 122)

marbles and Josh has (9,

54, 79) marbles. How

many more marbles does

Jack have than Josh?

(10, 19, 43)

Anna has (12, 19, 198) more

marbles than Tyler. How many

marbles does Anna have? (35,

72, 330)

He has (11, 36, 56) more than

Erin. How many marbles does

Erin have? (28, 19, 162)

Interview Questions 4

Problem

Multiplication

Measurement

Partitive Division

Type

Grouping or

Partitioning

Rate

Price

Multiplicative

Comparison

Area and

Array

(Symmetrical

Problem)

Combination

(Symmetrical

Problem)

Division

Sam made (4, 6, 12)

Tom had (26, 72, 195)

Grace had (12, 108,

gift bags of toys. He

toys. He put (2, 6, 15)

120) toys. She made (6,

put (12, 14, 15) toys

in each gift bag. How

9, 11) gift bags. How

in each bag. How

many gift bags was he

many was she able to

many toys are in all

able to fill? (13, 12, 13) put into each bag?

the bags? (48, 144,

180)

Pinocchio's nose

Pinocchio's nose grows

Pinocchio's nose grew

grows at (4cm, 8cm,

(8 cm, 7cm, 13cm) per

12cm with 6 lies. How

14cm) per lie. How

lie. How many lies will

many centimeters did it

many cm will it have he have to tell for it to

grow per day if it grew

grow with (3, 14, 16) grow 32 cm, 84cm,

the same amount each

days?

221cm)?

day?

A hamburger cost

Hamburgers cost ($5,

(8, 7, 12) hamburgers

($7, $15, $18) each.

$12, $17) each. How

cost ($32, $98, $228).

How much would (4,

many hamburgers

How much does each

6, 12) hamburgers

would total ($30, $108, hamburger cost? ($4,

cost? ($28, $90,

$187)? (6, 9, 11)

$14, $19)

$216)

There was (3, 9, 12)

This year's rainfall was

This year's rainfall was

times as much rain

(32, 98, 228) inches.

(15, 90, 195) inches. It

this spring as there

Last year's rainfall was

was (3, 6, 15) times

was last spring. If

(8, 7, 12) inches. How

greater than last year's

last year had (7, 14,

many times greater

rainfall. How many

13) total inches of

was this year's rainfall

inches of rain fell last

rainfall, how much

compared to last year?

year? (5, 15, 13)

was this year's total

(4, 14, 19) inches

rainfall?

George needed to tile a bathroom.

George needed to tile a bathroom.

The area measured (9, 7, 11) feet

If one row used (7, 8, 11) tiles for

long and (9, 12, 13) feet wide. How one row, how many rows would it

many square feet was the area?

take to use (42, 112, 143) tiles.

(81, 84, 143) square feet

(6,14, 13)

At Subway, you can make your own Subway offers (56, 84, 180)

sandwich with many different

different types of sandwich choices.

ingredients. If Subway offers (3, 5,

It offers (8, 12, 15) types of bread.

13) types of bread and (4, 15, 14)

If you can only choose one typed of

types of sandwich meat. How many meat, how many choices of meat

different types of sandwiches can

do they have? (7, 7, 12)

be made? (12, 75, 182)

Both interviews took place in the students home with interviewers sitting across the

table from students. We introduced ourselves and asked general questions to help them

feel comfortable. When asked, the questions were repeated and manipulatives were

provided. Numbers used are reflected in red.

CGI Interview 1

Student: Cole

Grade: 2nd

Join

Problem1-Result Unknown

Sam had (3, 6, 9) Hot Wheels. Tom Gave him (2, 4, 7) more. How many Hot Wheels

does he have altogether? (5, 10, 16)

Answer Given: 5

Analysis: Used mental math and automatically knew the answer without any

computation. He answered without any hesitation or thinking.

Problem 2-Start Unknown

Josh had some Hot Wheels. Will gave him (2, 5, 9) more Hot Wheels. Now she has (3,

9, 15) How many did Josh start with? (1, 4, 6)

Answer Given: 6

Analysis: He used one to one correspondence and counted on using manipulatives to

find the answer. (He used pennies) He counted out 9 pennies and then starting at 9

continued to 15. He then counted the difference between the two piles.

At this point I realized these problems were simply too easy for him so I skipped down

to separate-start unknown.

Separate

Problem 3-Start Unknown

Samantha has some dolls. She gave (2, 3, 9) to Amy. Now she has (3, 7, 4). How many

dolls did Samantha start with? (5, 10, 13)

Answer Given: 13

Analysis: He again used counting on using his fingers to find the correct answer. Used

fingers to count up. Samantha has 9 and four. Together that is 13.

Again, the answer came quickly so I went to compare-start unknown.

Compare

Problem 4-Start Unknown

Chris has (5, 10, 13) marbles. He has (3, 7, 9) more than Erin. How many marbles does

Chris have now? (2, 3, 4)

Answer Given: 4

Analysis: He used manipulatives (Pennies) by counting down. Chris has 13 gave 9

away now he has four left. He struggled with the concept of not knowing what they

started with. I had to ask him what Chris started with? Once I did this, the answer came

easily. He said he did not know where to start.

Join

Problem 5-Result Unknown

Sam had (12, 14, 28) Hot Wheels. Tom Gave him (17, 18, 82) more. How many Hot

Wheels does he have altogether? (29, 32, 110)

Answer Given: 29

Analysis: He made a pile of 12 pennies and then counting on he added 17 more and

said there are 29.

Problem 5- Change Unknown

Grace had (13, 18, 29) Hot Wheels. How many more does she need to have (29, 42,

112)? (16, 24, 83)

Answer Given: 42

Analysis: Cole struggled with this problem. He really used trial and error. First, he tried

counting up by 2's, and then he added the two numbers together by counting on giving

an answer of 42. Then I repeated the question emphasizing that grace had 13 and

asked how many more she needed. When phrased this way he seemed to grasp the

question and found the correct answer. He took pennies and counted out 13. Then he

counted another pile of 29. After that, he looked at both piles for a minute, then took 13

away from the pile of 29, and got 16.

Problem 7-Start Unknown

Josh had some Hot Wheels. Will gave him (67, 39, 137) more Hot Wheels. Now he has

(79, 81, 232) How many did Josh start with? (12, 42, 95)

Answer Given: He did not answer this problem

Analysis: He tried to do this in his head even after I encouraged manipulatives. He could

not figure out the correct answer. He struggles with the start unknown questions. I

repeatedly tried to phrase the question in different ways however; I could tell he was

getting frustrated so I decided to move on.

Separate

Problem 8-Result Unknown

Sarah had (24, 42, 222) dolls. She gave (13, 28, 127) to Melissa. How many does she

have now? (11, 14, 95)

Answer Given: 14

Analysis: Cole again used pencil and paper for this problem. He struggles with

borrowing and sometimes forgets how to do it. I noticed part way through this problem

he starts using the manipulatives. However, instead of counting out 42 pennies he

counted 12 and subtracted 8, finding the answer 4. Then he subtracted 3-2 easily using

mental math. I found this interesting that he found a way around the problem of

borrowing.

Problem 9-Change Unknown

Sarah had (24, 42, 222) dolls. She gave (13, 28, 127) to Melissa. How many does she

have now? (11, 14, 95)

Answer Given: 104 He did not solve this problem.

Analysis: These numbers were too large for him to deal with. He tried to write the

problem out but he made mistakes in his borrowing. I reminded him of the previous

problem and encouraged him to use manipulatives. On his paper he broke the problem

apart and using pennies to do the subtraction he eventually found the ones column

however, his frustration level was such that we had to take a break. He says he gets

disappointed with himself when he cannot figure out the problem. I tried to help him

understand that mistakes are how we learn. We decided to continue but we left this

problem with an incorrect answer.

After this problem, I decided to stay with the two digits with carrying/borrowing numbers.

Problem 10-Change Unknown

Katie had (19, 84, 120) dolls. She gave some to Emily. Now she has (16, 56, 78) left.

How many did she give to Emily? (13, 28, 42)

Answer Given: 28

Analysis: He used paper and pencil to solve this problem. At first, he did not know how

to set up the problem. Once I reread the problem to him, he seemed to grasp it and he

seemed to understand the borrowing on this problem and did not struggle solving this at

all.

Problem 11-Start Unknown

Samantha has some dolls. She gave (12, 17, 43) to Amy. Now she has (75, 71, 121).

How many dolls did Samantha start with? (63, 54, 78)

Answer Given: He did not solve this problem.

Analysis: He did not understand these types of problems at all. I tried repeating the

question and he just through his hands up in the air and said, "Well that doesn't give me

anything to work with." At this point, I tried to reread it again emphasizing what

information was there but he just guessed an answer.

Part-Part-Whole

Problem 12-Whole Unknown

Will has (16, 19, 83) footballs and (11, 15, 29) baseballs. How many balls does he

have? (27, 34, 112)

Answer Given: 34

Analysis: With this problem, he went back to using the pennies. He used the joining all

method. He made a pile of 19 and a pile of 15 then he counted on to 34.

Problem 13-Part Unknown

Ryan had (28, 43, 113) footballs, (15, 25, 84) baseballs and the rest soccer balls. How

many soccer balls does Ryan have? (13, 18, 29)

Analysis: He did not understand this problem. Again, he kept saying that doesn't give

me anything to go on.

Compare

Problem 14-Result Unknown

Jack has (19, 83, 122) marbles and Josh has (9, 54, 79) marbles. How many more

marbles does Jack have than Josh? (10, 19, 43)

Answer Given: 13

Analysis: He used pencil and paper to solve this problem. He said this is simple you

subtract 83 from 54 and so 19 has to be the answer.

Problem 15-Change Unknown

Tyler has (23, 43, 132) marbles. Anna has (12, 19, 198) more marbles than Tyler. How

many marbles does Anna have? (35, 62, 330)

Answer Given: 24 more.

Analysis: He used smaller amounts of pennies with the bigger problems to find the

answer. 43-19. He used 13-9 because of the borrowing instead of trying to count out the

larger numbers. I repeated the question with emphasis asking, "How many does Anna

have altogether?" He then added 43+19 to get 62.

Problem 16-Start Unknown

Chris has (39, 85, 218) marbles. He has (11, 36, 56) more than Erin. How many

marbles does Erin have? (28, 19, 162)

Answer Given: He did not solve this problem.

Analysis: Again, he could not solve this problem. I tried to help him set this problem up. I

asked if Chris has 39 and that is 11more than Erin how many do you think she has? It

still did not help.

Summary: Cole demonstrates an overall understanding of simple addition and

subtraction problems. He easily solved all of the join problems using counting on, one to

one correspondence and manipulatives. He had more difficulty with the change

unknown problems. He struggles with borrowing multiple digits, which in turn made

these problems more difficult to solve. When he used manipulatives to break the tens

and ones apart, he had more success and could eventually solve them. In regards to

the start unknown problems, he noticeably struggled and could not always successfully

solve the problems. However, when given smaller numbers he could solve these types

the types of problems.

Recommendations: I would recommend that Cole have more practice with place value.

His lack of comprehension in regards to borrowing is most likely because he does not

have a grasp on the concept of place value and how they each place value affects the

other. David Fielker says, "Place value is a concept that is notoriously badly understood

and is often badly taught." He believes this is because there are never enough activities

done with place value before rushing into the procedure to borrow and carry (American

Psychological Association 1). This concept needs to be assimilated as part of Cole's

schema so he can understand why borrowing works rather than just the procedure to

borrowing. Cole like many other students in our classrooms are filled with students who

think math is just about rules and procedures that need to be memorized. However

understanding the relationships with these numbers will provide a foundation as to why

the rules and procedures work (Burns)

CGI Interview 2

Student: Emily

Grade: 5th

Grouping or Partitioning

Problem 1-Multiplication

Billy has (2, 7, 11) pizzas, each pizza has (4, 6, 12) slices. How many slices are in all

the pizzas? (8, 42, 132)

Answer Given: 132

Analysis: She knew the answer right away, using the pencil and paper method. I

multiplied 12X11 multiplied by 12 because there were 12 pizzas. It is clear that she has

quick recall of her multiplication facts.

Problem 2-Measurement Division

Billy has (8, 42, 132) slices of pizza. Each pizza has (4, 6, 12) slices. How many does

Billy have? (2, 7, 11)

Answer Given: 11

Analysis: She used pencil and paper method and she divided 132 by 12 and easily

found the answer. She used a standard algorithm to divide the numbers. When asked

why she divided she said she knew that each pizza had 12 slices and to find how many

pizzas you needed to know how many groups.

Billy has (8, 42, 132) slices of pizza. He ordered (2, 7, 11) pizzas. How many slices

does each pizza have? (4, 6, 12)

Answer Given: 1452

Analysis: She multiplied instead of dividing. She read the problem several times before

arriving at this answer. Joe asked her to read the answer again aloud. As she read it

aloud she said, "Oh you divide." After that, she arrived at the correct answer.

Rate

Problem 4-Multiplication

A garden hose can fill (2, 5, 13) buckets in a minute, How many buckets can be filled in

(3, 7, 14) minutes? (6, 35, 182)

Answer Given: 182

Analysis: She used a standard algorithm and multiplied. She used pencil and paper and

arrived at the correct answer.

Problem 5-Measurement Division

A garden hose can fill (2, 5, 13) buckets in a minute. How many minutes will it take to fill

(6, 35, 182) buckets? (3, 7, 14)

Answer Given: 2, 366

Analysis: She multiplied, reread the question, thought, and looked confused. Finally, she

decided to divide and wrote out her 13 multiplication tables because she said those

were facts she did not know automatically. Then Joe asked her to read the problem

aloud. After she did that, she realized she needed to divide. Using the standard

algorithm, she divides and found the correct answer.

Problem 6-Partitive Division

A garden hose can fill (6, 35, 182) buckets in (2, 5, 13) minutes. How many buckets are

filled per minute? (3, 7, 14)

Answer Given: 14

Analysis: Using pencil and paper, she began this problem by multiplying. She crossed

answers out; multiplied again, reread the question aloud. Then she recalled the other

problems and decided to divide. At this point, she arrived at the correct answer.

Price

Problem 7-Multiplication

Video games cost $(2.00, 6.00, 19.00) each. How much would (4, 12, 14) video games

cost? $(8.00, 72.00, 266.00)

Answer Given: 266.00

Analysis: She quickly multiplied and arrived at the correct answer.

Problem 8-Measurement Division

Video games cost $(2.00, 6.00, 19.00) each. How many video games would total

$(8.00, 72.00, 266.00)? (4, 12, 14)

Answer given: 14

Analysis: You could see her trying to mental picture the problem. She tried several

multiplication facts. 19x8=152 she knew that was too high. She explained that she was

trying to get to 76. She counted by 2's to see how high or low she could get. She then

said, "19 only goes into 26 once and that is how I got the one." Then I got 76 and 19x 4

is 76 and then I got a four.

Problem 9-Partitive Division

(4, 12, 14) video games cost $(8.00, 72.00, 266.00). How much does each video game

cost if each game is the same price? $(2.00, 6.00, 19.00)

Answer given: 3724

Analysis: First Joe asked her to reread the question to see if her answer made any

sense. She multiplied, then Joe had her reread the question aloud. After that, she went

back, divided, and arrived at the correct answer.

Multiplicative Comparison

Problem 10-Multiplication

The Cardinals scored (3, 6, 11) times as many points as the Cubs. If the Cubs scored

(2, 9, 10) points, how many runs did the Cardinals score? (6, 54, 110)

Answer given: 110

Analysis: She said she multiplied because the problem said the Cardinals score was 11

times the Cubs 10 points so she knew it was multiplication.

The Cardinals scored (6, 54, 110) points. The Cubs scored (2, 9, 10) points. How many

times greater was the Cardinals' point total than the Cubs? (3, 6, 11)

Answer: 11

Analysis: She divided using a standard algorithm. She knew that there were 110 points

and the Cub's scored 10 of those points. Therefore, she needed to divide to find what

was left.

Problem 12-Partitive Division

The Cardinals' point total was (6, 5, 110). It was (3, 6, 11) times the point total of the

Cubs. What was the Cubs' point total? (2, 9, 10)

Answer: 1

Analysis: She divided 110 by 11. Joe asked her, "Is that one?" Then she looked at the

problem a second time and said, "I divided 11 by 11 and got one." Then she realized her

mistake. With encouragement, she realized she forgot the zero on the end.

Area and Array

Problem 13-Multiplication

Dan needs to paint his ceiling. His ceiling is (3, 8, 15) feet wide and (3, 7, 12) feet long.

How many square feet is the ceiling? (9, 56, 180)

Answer: 180

Analysis: It is clear that she has recall of her multiplication facts. She found this answer

easily with a standard multiplication algorithm.

Problem 14-Measurement Division/Partitive Division

Dan needed to paint his ceiling. If a quart of paint covers (3, 8, 15) square feet, how

many quarts would it take to cover (9, 56, 180) square feet? (3, 7, 12)

Answer: 12

Analysis: Again, she easily found the answer using a standard algorithm she divided.

Combination

Problem 15-Multiplication

The grocery store has (4, 7, 14) different types of soda. It has (2, 5, 13) different types

of candy bars. How many combinations of sodas and candy bars are available if you

can choose only one candy bar and one soda at a time? (8, 35, 182)

Answer: 182

Analysis: She created a model that looked like the problem and then counted. Once she

could see the problem and she could see that she needed to multiply. Therefore, she

took 13 and 14 and multiplied them.

Problem 16-Measurement Division/Partitive Division

The grocery store offers (8, 35, 182) different combinations of candy bars and sodas to

their customers. If there are (4, 7, 14) different types of sodas available, how many

different types of candy bars do they offer? (2, 5, 13)

Answer: 13

Analysis: She quickly realized she needed to divide. So, she did and found the correct

answer.

Summary: Emily did not miss any problems presented to her. It is clear that she has a

firm grasp of her multiplication and division facts and knows how to apply them in a

variety of situations. She can use mental math, as is evident in her recall of

multiplication facts and standard algorithms. She can also use pencil and paper to solve

the problems and can model and explain how she arrived at these answers. Her only

difficult was in misreading the problem and multiplying instead of dividing. Emily used

the same standard algorithm in each problem to multiply and divide and while her

overall mathematical knowledge is vast, she did not use a variety of strategies. I do not

feel like this fact hindered her ability to solve the problems in any way.

Recommendations: The only recommendation I have is that Emily use more variance

when solving problems. Using this standard algorithm is probably more a reflection of

what she has been taught rather than her ability. Algorithms are a product of a very

traditional teaching style and the convince exist for teachers who expect memorization

(American Psychological Association 2). However, flexibility in solving problems in a

number of ways will make her more able to solve many types of problems regardless of

the way they are presented this will enable her to use her mathematical abilities in real

world situations. This will allow her to solve with accuracy but with efficiency as well.

References:

Burns, M. Number talks: what is a classroom number talk? Retrieved from

http://www.mathsolutions.com/documents/9781935099116_Ch1.pdf

ALGORITHMS IN GENERAL. Mathematics Teaching. pp. 3-5.

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