Presented by Amber McInellyamcinelly@dsdmail.net

Blooming with TASKs: Assessing with Mathematical

Discussions

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The Pendulum

Inquiry-basedExplicit

Assessment

How do I assess student

understanding during a task based lesson?

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TailsHeads6cm

8cm

? 6

8+X √

= 10

120

90

TailsHeads6cm

8cm

10cm6

8+X √

= 106 x 6 = 36

(62)8 x 8 = 64

(82)36 + 64 =100

√100 = 10

120

90

√(902 + 1202) = ?√ (8100 + 14400) = 150

5

12

9

6

7

8

10

2

9

912

3

Which triangle seems different? Why?

3

5

3

5

3

5

5

3Given the information that I know, how could I solve

this problem?

5

3

Write an equation from what you know:

x

√ (32 + x2) = 5

Solve for x:Squaring will “undo” a square

root:

(32 + ?2) = 52

9 + x2 = 25X2 = 16X = 4

Is there an equation we can write that would apply to every right

triangle?

Side 12 + Side 22 = hypotenuse2

a2 + b2 = c2

Pythagorean Theory!

The Pendulum

Inquiry-basedExplicit

Assessment

How do I assess student

understanding during a task based lesson?

Observations:1. What they learn:

1. Objectives (can be last).2. Selecting appropriate tasks.

2. How they learn:1. Engagement2. Let students discover the question/problem.3. Discussions with their partner/group4. Assess themselves and others5. Teacher questioning

1. Exploring mathematical meanings and/or relationships and makes a link between the two.

2. Probing, getting students to explain their thinking through elaboration, clarification, and articulation.

3. Generating discussions between students and teacher.

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