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: 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

• 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

• 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?

• What sorts of proportional reasoning questions that focus on big ideas make sense to use in assessment of learning situations?

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?

• What do you notice about the question?

For example, in Grade 4

• 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

• 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

• 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

• 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

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.

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.

What about the rest?• But what about the other parts of

that lesson?

Part 1• The questions for this part are more

about engaging, getting students hooked, and serving as assessment for learning opportunities.

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?

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?

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

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.

Part 2• 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 double another, the output is also double 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?

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.

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• Let’s go back to focusing on Part

3 of the lesson.

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.