In Part A, the student correctly draws the minute hand pointing to number 4 on the clock.
In Part B, the student explains why the drawing is correct by saying that each number on the clock represents 5 minutes. The student starts at 6 and indicates that this is the same as 30 minutes. The student counts back by fives until reaching 4, or 20 minutes, and draws the minute hand at 4 to represent 7:20.
Zach needs to set his clock for 7:20.
Part A Draw the minute hand on the clock below to show 7:20.
Part B Use what you know about clocks and telling time to explain why your drawing is correct. Use words and/or numbers in your explanation.
Student 2
Annotation
In Part A, the student correctly draws the minute hand pointing to number 4 on the clock.
In Part B, the student explains why the drawing is correct by saying that 1 on the clock means 5 (minutes). So starting at 1 and counting by fives, 2 means 10 (minutes); 3 means 15 (minutes); and 4 means 20 (minutes), or 7:20.
Zach needs to set his clock for 7:20.
Part A Draw the minute hand on the clock below to show 7:20.
Part B Use what you know about clocks and telling time to explain why your drawing is correct. Use words and/or numbers in your explanation.
Minimal Responses
Student 3 Response
Annotation
In Part A, the student correctly draws the minute hand pointing to number 4 on the clock.
In Part B, the student explains why the drawing is correct by saying that counting by fives was the process used. This response is only partially developed because the student did not explain the relevance of counting by fives, that each clock number represents 5 minutes. The student did not explain why 4 on the clock is the same as 20 minutes.
Zach needs to set his clock for 7:20.
Part A Draw the minute hand on the clock below to show 7:20.
Part B Use what you know about clocks and telling time to explain why your drawing is correct. Use words and/or numbers in your explanation.
Student 4 Response
Annotation
In Part A, the student correctly draws the minute hand pointing to number 4 on the clock.
In Part B, the student explains why the drawing is correct by saying that number 4 on the clock means 20 (minutes). The student does not explain why the clock number 4 represents 20, and provides no additional understanding about counting by fives to tell time with an analog clock.
Zach needs to set his clock for 7:20.
Part A Draw the minute hand on the clock below to show 7:20.
Part B Use what you know about clocks and telling time to explain why your drawing is correct. Use words and/or numbers in your explanation.
Wrong/Irrelevant Responses
Student 5 Response
Annotation
In Part A, the student correctly draws the minute hand pointing to number 4 on the clock.
In Part B, the student's response about telling time is generic, and is irrelevant to the problem. The student provides no mathematical understanding of why the minute hand should point to number 4 on the clock.
Zach needs to set his clock for 7:20.
Part A Draw the minute hand on the clock below to show 7:20.
Part B Use what you know about clocks and telling time to explain why your drawing is correct. Use words and/or numbers in your explanation.
Student 6 Response
Annotation
In Part A, the student correctly draws the minute hand pointing to number 4 on the clock.
In Part B, the student's response about telling time is generic, and is irrelevant to the problem. The student provides no mathematical understanding of why the minute hand should point to number 4 on the clock.
Zach needs to set his clock for 7:20.
Part A Draw the minute hand on the clock below to show 7:20.
Part B Use what you know about clocks and telling time to explain why your drawing is correct. Use words and/or numbers in your explanation.
