MathProcesses.S5 With Notes

Teaching through the
Mathematical Processes
Session 5: Assessing with the
Mathematical Processes
Retention Timeline
0 2 4 6 8 10
years
Pink: time students retain knowledge through

procedures
Yellow: time students retain knowledge
through concepts
Blue: time students retain knowledge through
mathematical processes
What are we teaching?
• Reflect on the relevance of the video to

retention and life-long learning.
• Share your ideas with a partner.
Assessing the Processes
Assessment - Evaluation - Reporting
What is Classroom Assessment?

One possible answer:
Classroom Assessment refers to the collection of
information teachers use to monitor students’
learning, provide feedback and to make appropriate
adjustments to instruction.
Exploring Classroom Assessment in Math NCTM 1998

Name That Process…
• Identify the Mathematical Process that
can be assessed for the given criteria.
• Share your choice with a partner.
Mathematics Processes Rubric
Think →Tools
Selecting Pair
Reasoning
Problem→
Communicating
and
Representing
Connecting
Reflecting ShareStrategies
Computational
and
Solving
Proving
Generic Processes Rubric
BLM5.1
Thinking
Problem Solving
Criteria Below Level 1 Level 1 Level 2 Level 3 Level 4
Specific Feedback
Selects, sequences Selects, sequences and Selects, sequences and Selects, sequences and Selects, sequences and
and applies applies mathematical applies mathematical applies mathematical applies mathematical
mathematical processes to the assigned processes to the assigned processes to the assigned processes to the assigned
processes appropriate task with significant task with minimal prompting task independently task independently with a
to the task prompting broader view of the task
Uses critical thinking Uses minimal logic and Uses logic to solve Solves problems logically Demonstrates a
skills to solve a precision in mathematical problems but lacks and with precision in sophisticated level of
problem reasoning to solve problems precision in mathematical mathematical reasoning mathematical reasoning and
reasoning precision in solving
problems
Reasoning and Proving
Criteria Below Level 1 Level 1 Level 2 Level 3 Level 4
Specific Feedback
Formulates and Forms a hypothesis or Forms a hypothesis or Forms a hypothesis or Forms a hypothesis or
defends a hypothesis conjecture that connects conjecture that connects conjecture that connects conjecture that connects
or conjecture few aspects of the problem some of the pertinent pertinent aspects of the aspects of the problem with
aspects of the problem problem a broader view of the
problem
Makes inferences, Makes limited connections Makes some connections to Makes direct connections to Makes direct and insightful
draws conclusions and to the problem-solving the problem-solving process the problem-solving process connections to the problem-
gives justifications process and models and models presented when and models presented when solving process and models
presented when justifying justifying answers justifying answers presented when justifying
answers answers
Interprets Misinterprets a critical Misinterprets part of the Interprets the information Interprets the information
mathematical element of the information, information, but makes correctly and makes correctly, and makes
language, charts, and but makes some reasonable some reasonable reasonable statements insightful statements
graphs statements statements
Opposite Sides
Agree / Disagree / Don’t Know!
The distance around a tennis ball can

is less than the height of the can.
Justify your answer with your group.

Those who ‘don’t know’ explore further.
C =  diameters
= 3 diameters
h = 3 balls
The distance around a tennis ball can is less than the height of the can.
Tennis Ball Can Problem
• What Mathematical Processes
were used in solving the
problem?
• Which criteria could be used

to assess the Mathematical
Processes with this problem?
How do we effectively teach
Mathematical Processes?
• Teach to the curriculum expectations.
• Do investigations and solve rich problems.
• Ask questions and provide feedback related
to the Mathematical Processes.
• Explore the TIPS lessons that demonstrate
how lessons can be adjusted to focus on
particular Mathematical Processes.
Students learn
content and problem solving
by
solving problems
and
sharing solutions
Problem Selection …
Choose one of the following problems to

form working groups.
Volume of Three Dimensional
Shapes
Develop, through
investigation (e.g., using
concrete materials) the
formulas for the volume
of a pyramid, a cone,
and a sphere.
Painted Cube Problem
A 3 x 3 x 3 cube made up of small
cubes is dipped into a bucket of red
paint and removed.
a) How many small cubes will have 3 faces

painted?
b) How many small cubes will have 2 faces

painted?
c) How many small cubes will have 1 face

painted?
d) How many small cubes will have 0 faces

painted?
e) Generalize your results for an

n x n x n cube.
Temperature Problem
The inhabitants of Xenor use two
scales for measuring temperature. On
the A scale, water freezes at 0° and
boils at 80°, whereas on the B scale,
water freezes at -20° and boils at 120°.
What is the equivalent on the A scale of
a temperature of 15° on the B scale?
The Math Forum@Drexel All rights Reserved.
Dart Board Problem
This dart board is designed with
a square inside a circle and a
square outside the same circle.
Assign numerical values of 2, 5,
and 8 to the three coloured
regions on the dart board such
that regions with smaller areas
are assigned higher scores.
Justify your solution.
Minds On: Decking Problem
Deck Problem
You have been You hired
have been tohired
build
to buildaadeck attached
deck attached to the to
the second floor
secondofflooraofcottage using
a cottage using exactlyexactly
30 m of deck30m
railing.
(Note: the entire outside edge of the deck will have railing.)
of deck railing (note: the entire outside edge will
Determine the dimensions that will maximize the area of
have railing).the deck with the configuration below.
І
Determine the dimensions of DECK =

the deck that follow the
І
specifications in the diagram
and maximize the area of the COTTAGE
=
deck.
http://www.beachside-bb.nf.ca/Accomdations.htm
Combination of Functions Card
Game
Examples
The initial graph of sin(x) and 2x can be combined to
produce the graphs shown below it. Determine what
operations are used to combine them and explain the
reasoning.
sin  x  and 2 x
Problem Selection …
Consider your group problem to answer the

question:
“Which Mathematical Process(es) could be

assessed?”
Assessing the Mathematical
Processes Fishbowl
Strategy
• Half of the group members “solve” the problem.
• The remaining members observe and assess the
Mathematical Processes, using the given rubric.
• The observing members identify other Mathematical
Processes that become apparent during the problem
solving.
• Discuss the solution strategy and observations.
• Group members switch roles to solve the same or a
different problem.
Debrief
• How did solving this problem provide opportunities
for you to apply Mathematical Processes
• How did the rubric facilitate assessing the
Mathematical Processes specifically?
• What other observations did you make?
Home Activity
Journal Reflection:
What role will the Generic Rubric for
Mathematical Processes play in my
teaching and assessment practices?

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Teaching through the

Pink: time students retain knowledge through

• Reflect on the relevance of the video to

What is Classroom Assessment?

Exploring Classroom Assessment in Math NCTM 1998

Agree / Disagree / Don’t Know!

The distance around a tennis ball can

Justify your answer with your group.

• Which criteria could be used

Choose one of the following problems to

a) How many small cubes will have 3 faces

b) How many small cubes will have 2 faces

c) How many small cubes will have 1 face

d) How many small cubes will have 0 faces

e) Generalize your results for an

Determine the dimensions of DECK =

Consider your group problem to answer the

“Which Mathematical Process(es) could be

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