Measuring Up Prototypes for Mathematics Assessment (1993) / Chapter Skim
Currently Skimming:
Bowl-A-Fact
Bowl-A-Fact
Pages 65-74
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 65... ...
~_""""~u~""'"~ W:~! ;~ L:~ :~; ~ - ~ -- an tar ~ ~: ~: ~ Assumec/ background: The problem assumes that the students have had some experience in using parentheses with arithmetic operations.
|
From page 66... ...
(This indicates a pin knocked clown.) Student assessment activity: After explaining the rules of Bowi-A-Fact, the teacher should play one game with the whole class.
|
From page 67... ...
7- 4 X (3 - 3) -3/ ~-3 Students are given three number cubes and a copy of the following activity sheets.
|
From page 68... ...
If you did not get a strike, try for a spare. Roll the three number cubes and write them here: Now use the new numbers to knock down as many of the remaining pins as you can.
|
From page 69... ...
r-~~~ l 3. Suppose you play again and the numbers you roll are 2, 3, and 6.
|
From page 70... ...
l L______ _ _ _______ _ ___ Dicl you get a strike?
|
From page 71... ...
Thus one reason for using these kinds of tasks is to sharpen students' perception of when calculators are useful and when they are not. Another reason for including the task is that it so readily lends itself to subsequent instruction on combinatorics and probability, mathematical content not usually included in the fourth grade curriculum.
|
From page 72... ...
The second technique that is used because the task is intended for assessment is to allow children to play the game using whatever numbers they happen to roll in questions 1 and 2, fo~owecl by some predetermined rolls in the remaining questions. The results of questions 1 and 2 could be used by the teacher for diagnostic purposes, but they are not considerecl to be part of the formal assessment, and they are not cliscussed in the protorubric.
|
From page 73... ...
In question 5, however, one can knock down all the pins with 1, 2, and 4, so it is possible to get a strike. Notice that one can obtain useful diagnostic information from chilciren's incorrect equations.
|
From page 74... ...
Question 5 The low response shows some understanding of basic arithmetic; at least five equations are written correctly. But there is apparently little flexibility of thought, because many of the pins that could be knocked over are left standing.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.