Plenary 2B

• 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: Think of two different types of situations where you might want to figure out the unit rate. Describe the situation and tell why knowing the unit rate would be useful.

Consider these test questions

• What would a response to each of these questions tell you about what a student knows?

• How many similar questions would you need on a test?

Consider these test questions

• 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: Think of two different types of situations where you might want to figure out the unit rate. Describe the situation and tell why knowing the unit rate would be useful.

Consider these test questions

• Talk to three other people.

• How might a focus on big ideas change your assessment of learning tasks?

What do you think?

• Can it focus on big ideas when proportional reasoning is the content?

Assessment of Learning

• Fewer than 8 children equally share close to 100 treats.

• What do you know, for sure, about how many treats each gets?

For example, in Grade 4

• Describe three situations when it might be useful to know that ½ can be written as an equivalent fraction.

For example, in Grade 6

• You know that x Δ = 4/5.

• What else do you know about orΔ or other sums, products, quotients, or differences related to the two values?

For example, in Grade 8

• A certain angle in a right triangle has a very big tangent.

• What else do you know about the trig ratios for that angle?

• What could the triangle look like and how do you know?

For example, in Grade 10

Work in small groups

• You have just taught a unit that relates to proportional reasoning (or prerequisites to it).

• You want to create a final assessment activity that focuses on BIN 4. What might your activity look like?

Work in small groups

• You have just taught a unit that relates to proportional reasoning (or prerequisites to it).

• You want to create a final assessment activity that focuses on BIN 4. What might your activity look like?

• Work in PJ, JI and IS groups.

Questions in the 3 part lesson

• Questions in the 3 parts of a lesson have a different role.

Part 3

• We have already talked about consolidating questions.

• Their purpose is to bring the important idea together.

• They should assess the goal with that big idea feel to them.

Part 1

• The questions for Minds-on are more about engaging, getting students hooked, and serving as assessment for learning opportunities.

• 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?

Part 1

• Or: I had a group of base ten blocks to find the value of. When I counted, I said 4 numbers. What might I have said?

• Or: The answer is 10%. What’s the question?

• Or: This proportion is easy to solve. What numbers might be missing? x/ = Δ/30

Part 2

• The action part of the lesson should be an active, generally problem solving activity, which requires students to confront the new knowledge that is the goal of the lesson.

• The tasks set are meant to be more substantive, although there may be scaffolding questions that are “smaller”.

Part 2

• Some more substantive questions that could be posed include:

• Imagine an input/output machine. When you input a number that is four times as much as another, the output is also four times as much. What could the rule be?

Part 2

• Or Two equivalent fractions have denominators that are 10 apart.

What could they be? What can’t they be?

• 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.

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.

Let’s consolidate

• Agree or disagree:

• Consolidation questions based on big ideas are more suitable for providing assessment for learning data than assessment of learning data.