1.11 (page 28) and the fractions task from the Partnership for Assessment of Readiness for College and Careers (PARCC) in figure 1.12 (page 28).
Source: Smarter Balanced Assessment Consortium, 2013. Used with permission.
Figure 1.11: Smarter Balanced Assessment Consortium practice test grade 4 task.
Source: PARCC, 2013.
Figure 1.12: PARCC practice test grade 4 task.
Using figures 1.11 and 1.12, explain where you would place these mathematical tasks in the cognitive demand table in figure 1.10 (page 27). You can also reference appendix B (page 153) for more detail. If you do believe these are higher-level-cognitive-demand tasks, explain why.
Visit go.solution-tree.com/mathematicsatwork for more higher-level-cognitive-demand mathematical tasks like these from the SBAC and PARCC assessments.
Creating Higher-Level-Cognitive-Demand Tasks
There are several strategies you can use to change a lower-level-cognitive-demand mathematical task to higher-level cognitive demand. A typical strategy that is rarely fruitful is to change the numbers in the problem to greater numbers. For example, with the grade 2 task in figure 1.9 (page 26), it would not be enough simply to change 48 + 25 to 148 + 325. While this might make a task more difficult to complete, it does not necessarily make the task higher-level cognitive demand. You can use the strategies in figure 1.13 to adjust a mathematical task from lower-level cognitive demand to higher-level cognitive demand.
Figure 1.13: Strategies for increasing the cognitive demand of tasks.
Visit go.solution-tree.com/mathematicsatwork to download a reproducible version of this figure.
Конец ознакомительного фрагмента.
Текст предоставлен ООО «ЛитРес».
Прочитайте эту книгу целиком, купив полную легальную версию на ЛитРес.
Безопасно оплатить книгу можно банковской картой Visa, MasterCard, Maestro, со счета мобильного телефона, с платежного терминала, в салоне МТС или Связной, через PayPal, WebMoney, Яндекс.Деньги, QIWI Кошелек, бонусными картами или другим удобным Вам способом.
