Mathematical Explanation shows Explanation shows Explanation shows Explanation shows complete substantial some understanding very limited Concepts understanding of the understanding of the of the mathematical understanding of the mathematical mathematical concepts needed to underlying concepts concepts used to solve concepts used to solve solve the problem(s). needed to solve the the problem(s). the problem(s). problem(s) OR is not written. Mathematical Uses complex and Uses effective Some evidence of Little evidence of refined mathematical mathematical mathematical mathematical Reasoning reasoning. reasoning reasoning. reasoning. Explanation Explanation is Explanation is Explanation is a little Explanation is difficult detailed and clear. difficult to to understand and is understand, but missing several includes critical components OR was components. not included. Neatness and The work is presented The work is presented The work is presented The work appears in a neat, clear, in a neat and in an organized sloppy and Organization organized fashion that organized fashion that fashion but may be unorganized. It is hard is easy to read. is usually easy to read. hard to read at to know what information goes together. Strategy/ Uses an efficient and Uses an effective Strategy is apparent, Strategy is not clear, effective strategy to strategy to solve the but does not lead to or numerous errors Procedures the problem(s). problem(s), with problem being solved, produced no result, or perhaps some small or chosen strategy is a result that was not errors. implemented with reasonable. significant errors. Resource D: Does this task ask students to engage in MP3? That is, if students respond to the task prompts in a reasonable way, will they engage in constructing viable arguments and critiquing the reasoning of others? Your response: Yes, Potentially, Unlikely. Your reasoning: Because …. Optional: Record any questions you’d like to with the group. Task E: Antonio and Juan are in a 4-mile bike race. The below shows the distance of each racer (in miles) as a function of time (in minutes). (from illustrativemath.org) Who wins the race? How do you know?
Mathematical Concepts Explanation shows complete understanding of the mathematical concepts used to solve the problem(s). Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). Explanation shows some understanding of the mathematical concepts needed to solve the problem(s). Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written. Mathematical Reasoning Uses complex and refined mathematical reasoning. Uses effective mathematical reasoning Some evidence of mathematical reasoning. Little evidence of mathematical reasoning. Explanation Explanation is detailed and clear. Explanation is Explanation is a little difficult to understand, but includes critical components. Explanation is difficult to understand and is missing several components OR was not included. Neatness and Organization The work is presented in a neat, clear, organized fashion that is easy to read. The work is presented in a neat and organized fashion that is usually easy to read. The work is presented in an organized fashion but may be hard to read at The work appears sloppy and unorganized. It is hard to know what information goes together. Strategy/ Procedures Uses an efficient and effective strategy to the problem(s). Uses an effective strategy to solve the problem(s), with perhaps some small errors. Strategy is apparent, but does not lead to problem being solved, or chosen strategy is implemented with significant errors. Strategy is not clear, or numerous errors produced no result, or a result that was not reasonable. Resource D: Does this task ask students to engage in MP3? That is, if students respond to the task prompts in a reasonable way, will they engage in constructing viable arguments and critiquing the reasoning of others? Your response: Yes, Potentially, Unlikely. Your reasoning: Because …. Optional: Record any questions you’d like to with the group. Task E: Antonio and Juan are in a 4-mile bike race. The below shows the distance of each racer (in miles) as a function of time (in minutes). (from illustrativemath.org) Who wins the race? How do you know?
Day-2-Argumentation-Handout-1-Tasks-to-Discuss-and-Categorize.docx