plenary 2b. q 1: jane’s father drove 417 km in 4.9 hours. leah’s father drove 318 km in 3.8 h....
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Plenary 2B
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• Q 1: Jane’s father drove 417 km in 4.9 hours. Leah’s father drove 318 km in 3.8 h. Who was driving faster? By how much?
• Q 2: Describe two different types of situations where you might want to figure out the unit rate. Then tell why knowing the unit rate would be useful.
Assessment of learning options
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• What would a response to each of these questions tell you about what a student knows?
• How are the questions different?
• How many similar questions would you need on a test?
Consider these questions
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• Talk to three other people.
• How might a focus on big ideas change what you use to gather assessment of learning data?
What do you think?
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• What sorts of proportional reasoning questions that focus on big ideas make sense to use in assessment of learning situations?
Assessment of learning
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• Fewer than 8 children equally share close to 100 treats.
• What do you know, for sure, about how many treats each gets?
• What do you notice about the question?
For example, in Grade 4
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• Describe three situations when it might be useful to know that can be written as an equivalent fraction.
• What do you notice about the question?
For example, in Grade 6
1
2
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• You know that x Δ = .
• What else do you know about orΔ or other sums, products, quotients, or differences related to the two values?
• What do you notice about the question?
For example, in Grade 8
4
5
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• A certain angle in a right triangle has a very big tangent ( ).
• What else do you know about the
trig ratios sine ( ) or
cosine ( ) for that angle?
• What could the triangle look like and how do you know?
• What do you notice about the question?
For example, in Grade 10
a
b
c
a
c
b
c
a
b
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• What will you be assessing in terms of categories when you are focused on big ideas?
• What tools- marking schemes, rubrics- will you likely use?
• What weightings will you likely consider?
Assigning marks
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Work in small groups• You are planning a group of lessons
that relates to proportional reasoning (or prerequisites to it).
• You want to create a culminating assessment that focuses on BIN 4. What might your assessment look like?
• Work in PJ, JI and IS groups.
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Questions in the 3 part lesson• We have just talked about consolidation
questions in Part 3 of a 3-part lesson.• Their purpose is to focus on the
important idea for that lesson.• They should assess the goal with that
big idea feel to them.
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What about the rest?• But what about the other parts of
that lesson?
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Part 1• The questions for this part are more
about engaging, getting students hooked, and serving as assessment for learning opportunities.
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Part 1• For example, a good minds-on
question might be:
I am thinking of two fractions really close to 1, but one is a little closer than the other. What might they be?
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Part 1• Or: I had a group of base ten blocks
to find the value of. When I counted them, I said 4 numbers. What might I have said?
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Part 1• Or: The answer is 10%. What’s the
question?
• Or: This proportion is easy to solve. What numbers might be missing?
=
x
[]
30
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Part 2• This part of the lesson should be an
active problem/task/exploration that requires students to confront the new knowledge that is the goal of the lesson.
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Part 2• The tasks set are meant to be more
substantive, although there may be scaffolding questions that are “smaller”.
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Part 2• Some more substantive questions
that could be posed include:
• Imagine an input/output machine. When you input a number that is double another, the output is also double as much. What could the rule be?
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Part 2• Or Two equivalent fractions have
denominators that are 10 apart.
What could they be? What can’t they be?
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Part 2• Or: You want to make a scale
drawing of a regular hexagonal patio which is 5 m on a side. What is the largest drawing you can make on a 22 cm x 29 cm piece of paper.
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You try• Use either the PJ or IS examples.
• Work in small groups.
• Decide which questions are better for which parts of the lesson and why.
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Let’s consolidate• Let’s go back to focusing on Part
3 of the lesson.
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Let’s consolidate• Agree or disagree:
• Consolidation questions for a lesson based on big ideas are more suitable for providing assessment for learning data than assessment of learning data.