Selecting, Designing & Using Mathematical Tasks in the K-5 Classroom.

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Presentation transcript:

Selecting, Designing & Using Mathematical Tasks in the K-5 Classroom

Unpacking/Analyzing a Task  What does it mean to ‘unpack’ a task?  What might you consider in your analysis as you ‘unpack’ a task?  How do you use this analysis to make a decision about whether a task is worthwhile (what does it mean to say a task is worthwhile)?

Unpacking Task 1 You have a dozen cookies and want to share them among the members of your family at supper. How many cookies can each person have?

Analysis of Task 1 Context: Is it a reasonable problem context? Might students ever need to solve such a problem? Interpretation: What are children’s possible interpretations of the problem? Mathematics: What is the difficulty level of the mathematics involved? Is it the same for all students? Who controls the difficulty level

Analysis of Task 1 Number of Answers: Are different answers possible? If so, what answers are possible? Representations or Solutions Paths: Are different solution paths are possible? If so, what are they? Other issues?

Unpacking Task 2 Our class has 28 students and Mrs. Byrd’s has 24. If we want to arrange the desks in groups with the same number of desks in each group, which class has more options? Use tiles to work on this problem and show your answer.

Analysis of Task 2 Context: Interpretation: Mathematics: Number of Answers: Representations or Solutions Paths: Other issues?

Unpacking Task 3 Use counters to solve and verify the following division problems. Then write stories to accompany five of them. 32÷9=19÷4=42÷6=56÷8= 25÷5=15÷3=21÷7=65÷7= Example for 35÷4: Shandra had 35 pencils and she wanted to put 4 pencils each into some pencil boxes she had made as gifts. How many boxes could she fill? Share your stories with a friend and ask him or her to solve the problems in your stories.

Analysis of Task 3 Context: Interpretation: Mathematics: Number of Answers: Representations or Solutions Paths: Other issues?

Unpacking/Analyzing a Task  What does it mean to ‘unpack’ a task?  What might you consider in your analysis as you ‘unpack’ a task?  How do you use this analysis to make a decision about whether a task is worthwhile (what does it mean to say a task is worthwhile)?

Reflect and Discuss Examine Tasks H & L from the Place Value Task Card Deck. Unpack/analyze each task using categories suggested by Ball’s work and/or adding your own additional issues. How does this analysis help you decide if Task H and/or Task I are worthwhile?