Task 2- Mathematics Learning and Teaching
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School
Western Governors University *
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Course
C284
Subject
Mathematics
Date
Apr 3, 2024
Type
docx
Pages
3
Uploaded by ChiefRain13624
1.
Create an original, task-specific, three
- or four
-level rubric to assess engagement in and understanding of the activity.
Rubric for "Staircase Problem" Assignment
Criteria
Exemplary (3 points)
Approaching Expectations
(2 points)
Below Expectations (1
point)
Understanding of Patterns
Shows a deep
understanding of using patterns to predict the number of blocks needed for staircases of varying heights. Clearly and accurately
explains the pattern followed.
Demonstrates some
understanding of using patterns to predict the number of blocks needed for staircases of varying heights. Offers a somewhat
clear
explanation of the pattern followed.
Shows minimal
understanding of using patterns to predict the number of blocks needed for staircases of varying heights. Explanation of the pattern followed is unclear
or inaccurate
.
Application of Knowledge
Successfully applies patterns to predict the number of blocks required
for multiple staircases with different heights beyond those provided.
Partially
applies patterns to
predict the number of blocks required for staircases beyond those provided, with some inaccuracies in the predictions.
Struggles
to apply patterns
to predict the number of blocks required for staircases beyond those provided, leading to inaccurate predictions.
Engagement
Actively engages
in the task, demonstrates enthusiasm, and participates with a positive attitude throughout
the assignment.
Shows some engagement
in the task, with moments of enthusiasm and participation, but may lack consistency
in attitude.
Demonstrates limited engagement
in the task, with little
enthusiasm or participation, impacting the overall completion
of the assignment.
a.
Justify how the rubric appropriately measures student understanding of the content of the activity in the “Teaching Math: Staircase Problem” video. Include specific details to support your justification.
To justify my rubric, I followed the female student who we first encounter at 2:05 in the video.
She begins right of the bat with showing a previous understanding of patterns by asking “Is it a two-step rule or a one-step rule” and further explaining her question by elaborating her meaning of a two-step or one-pattern. At 4:27, we again hear this student explain both her and her group partner’s understanding of the pattern. She shows an exemplary level deep understanding of patterns by explaining both of their knowledge of each step’s pattern; however, she also goes a step further by knowing that they must extend further to find a generalized rule for the entire pattern so that they would not have to work step by step to find each number in the pattern. b.
Justify how the rubric appropriately measures student engagement in the content of the activity in the “Teaching Math: Staircase Problem” video. Include specific details to support your justification.
I continued following the same student who we first encountered at 2:05 in the video. She stood out to me because of her high level of engagement/participation in the activity. Not only did she actively engage with both her group members and the instructor, but she did so with a positive attitude throughout. She asked leading questions to her instructor (2:05), acted as a mediator in her group by explaining each member’s ideas (4:27), and validated her group member’s reasoning (5:41) even when she did not completely agree that it was the final solution. By showing all these characteristics within her participation, I would grade her as exemplary in her engagement. 2. Create a three
-part learning objective that aligns with the activity in the “Teaching Math: Staircase Problem” video.
Note: Use the objective to guide the creation of your assessment in part A2a to optimize alignment. A three-part learning objective contains a behavior, condition, and measurable criterion.
a. Create an original assessment other than a rubric that could also be used to assess student understanding of the staircase problem activity.
Note: Examples of possible assessments include, but are not limited to, quizzes, tests, exit slips, interviews, or writing prompts.
b. Explain how the assessment from part A2a effectively measures the learning objective.
Quiz: 1.
What is the next number in the pattern: 2, 5, 8, 11, …?
2.
Create a graph to represent the pattern: 3, 6, 12, 24, 48, …
3.
Formulate a rule to describe the pattern: 4, 9, 16, 24, 36, …
4.
In a city, there is a skyscraper with a pattern of windows on each floor. The first floor has 10 windows, the second floor has 15 windows, and the third floor has 20 windows. If this pattern continues, how many windows will be on the fifth floor?
5.
The construction of a building involves stacking blocks in a specific pattern. The first level has 3 blocks, the second level has 6 blocks, and the third level has 9 blocks. If this pattern continues, how many blocks will be on the sixth level?
Upon completion of this quiz, the learner should be able to:
1.
Identify and extend number patterns: -
Students will use their knowledge of numerical patterns to identify the pattern and determine the next number in each sequence. -
Questions 1-5
2.
Represent numerical patterns graphically:
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