Pedagogy

=Pedagogy=

Assessment Strategies
[] Think literacy document: [] New idea from in class: Have them think of a problem at home = create one, then give it to their desk mate to solve it, then grade it. Assessment guidelines: [] Ideas for grade 7 activities, from class: [] Examples of assessing Theorem of Pythagoras: []

**Creating a marking sheet Pythagoras(Brian and Amy K.):**
 * Identify that this question need pythagorean theorem and know the equation (1 mark)
 * Define the variables (1 mark)
 * Rearrange the equation to solve for 'a' (1 mark)
 * Take a square root (1 mark)
 * Final answer to two decimal places (1 mark)

**//Creating a marking sheet Pythagoras (Yana and Nathan)://** **__Tradition Scheme__** //(out of 6)//
 * Formula / Variable / Problem Identification //(2 marks)//
 * Showing Steps //(3 marks)//
 * Correct Answer //(1 mark)//

**__Progressive Scheme__** //(out of 6)//
 * Identification of Problem / Formulation of Plan or Approach to Solution //(2 marks)//
 * Showing Use of Critical Thinking and Problem Solving //(3 marks)//
 * Correct Answer //(1 mark)//

Samina and Liz

Knowledge 5marks Recognizing the Right Angle Triangle, Maybe Pythagorean Theorem ?

Thinking 5 marks Organzing the problem for solving using the Pythagorean Theorem? Apply the formula and solve for a?

Communication 5 marks Post on PiratePad using your group url, to display your answers

Application 5 marks The students design a question, where they are required to use this Theorem to calculate an angle, or length of their real-life right-side angle. As and example: The length of a ladder required to clean out your eavestroughs?

**__Rubina and Mala__** **Knowledge** **1 mark** - formula for pythagorean theorem **Thinking** **2 marks** - write the givens and what we are finding **Communication** **2 marks** - Use formula to solve for the unknown - ensure there is rearranging - Statement describing their process and why they did this - ensure there is always a diagram **Application** **2 marks** - Therefore statement - connection between the answer and the problem

**//Chris N. and Steve H.//**

//Knowledge and Understanding (1 mark)//
 * Knows the Pythagorean Theorem
 * Recognizes the right angle triangle

//Thinking (1 mark)//
 * Rearranges the Pythagorean Theorem

//Communication (2 marks)//
 * Clear steps and shows work

//Application (2 mark)//
 * Subtitutes the correct variables
 * Solves for the unknown using correct order of operations

**__Nakesha and Eddie__** **Pythagoras Problem**

//Knowledge: (1 mark)// Knowing it is a right angle triangle. Writing out Pythagorean Theorum.

//Thinking: (3 marks)// Rearranging the Pythagorean Theorum to solve for "a". Solving the problem to find "a" using proper mathematical techniques.

//Communication: (1 mark)// Clearly write out their solution method step by step. Show solution is valid by checking work.

TOTAL: 5 marks

__End of Nakesha and Eddie Section__

Lisa and Michelle B. **Knowledge** -Know they should use Pythagorm Theorem -Correct Answer **Thinking** -Using Pythagorm Theorm correctly **Communication** -Thinking process evident -Concluding sentence **Application** -Apply Pythagorm Theorem correctly

Greg and Andy

This question would be out of 4 marks - 1 mark for setting up the equation properly - 2 marks for the process of solving the equation - 1 mark for the correct answer

**//Julian and Vicki (Team the best!)//**

Knowledge and Understanding **1 mark** Using the proper numbers in the formula

Thinking and Inquiry **2 marks** Knowing Pythag Formula and Rearranging

Communication **1 mark** Giving a complete sentence for a solution

Application **1 mark** Using proper math techniques

Total: 5

Greg and Jessica A^2 + B^2 = C^2 (1 mark) A^2 +(10)2 = (15)2 (1 mark) A^2 + 100 = 225 (1 mark) A ^ 2 = 125 (1 mark) A [|=11.18] (1 mark)

Kix Kathryn and Giti

formula (1 mark) rearrange (1 mark) plugging in numbers and doing math (1 mark) answer (1 mark)

**__Solve for side a.__** **__Team Super-Solvers: Nadine and Alex__**

Shows Phythagor a s' Theorem Equation - 1 mark

Shows work as a clear process - 1 mark

Correct answer - 1 mark

**__Solving for "a" (Heather and Stephen)__** One mark for each of the following: Pythagorean Theorem Substitution Isolation (a^2 = 225-100 or 15^2 - 10^2) Evaluation (a^2 = 125) Solution (taking the square root)

**Amy L. and Hailey** Write down Pythagorean Theorem - 1 mark Fill in terms/numbers into equation - 1 mark Rearrange Equation to isolate a - 1 mark Solve equation for a - 1 mark

The details from pirate pad for grade 7 assessment examples:

//Kathryn and Giti// 1) Knowledge and Understanding · Clickers 2) Thinking · Create your own question at home 3) Communication · Frayer models 4) Application

· Project/presentation on real life application

(Brian & Amy K.)

//Grade 7 & 8// //for each of the Acheivement Areas//
 * //Question/Activity//**

1) Knowledge and Understanding


 * Freyer model
 * Journal entry

2) Thinking


 * Fermi problem
 * Self evaluation/peer evaluation (as long as they are mature enough for this)

3) Communication


 * Group project
 * Ask students

4) Application


 * Real world problems
 * Class presentations


 * __(Chris N. & Steve H.)__**

//Sample Grade 7 & 8// //for each of the Acheivement Areas//
 * //Question/Activity//**

1) Knowledge and Understanding


 * clicker questions
 * SMART board activities (Jeopardy, other games)

2) Thinking:


 * Small Real-World Problems
 * Coming up with their own questions / make their own tests

3) Communication


 * Frayer model, Venn Diagram
 * Presentations
 * Peer teaching (make kids make their own five minute lessons)
 * Role playing, debates
 * Wiki article (or debatepedia)

4) Application


 * Projects

Greg and Jessica

1) Knowledge


 * Do a cooporative summary
 * KWL chart

2) Thinking


 * Frayer model
 * Student created questions

3) Communication


 * Presentations
 * Student wikis
 * Concept maps

4) Applications


 * Real world probelms
 * Problem based learning

(Lisa & Michelle B.)

//Sample Grade 7 & 8// //for each of the Acheivement Areas//
 * //Question/Activity//**

1) Knowledge and Understanding

What's 3/4 x 1/2? Use mini-whiteboards! ^_^

2) Thinking

Fermi problem. What assumuptions did you make? Justify your assumptions and answer.

3) Communication

Answer question on the board -> get the student to teach it to the class.

4) Application

If you purchase a 12 GB game on Steam, and you have an 8mb/s internet connection, how long will it be before you can play your game?


 * //Yana & Nathan//**

//Sample Grade 7 & 8// //for each of the Acheivement Areas//
 * //Question/Activity//**

1)
 * Knowledge and Understanding**

Use of Clickers as a quick assessment. Multiple choice answers to see the distribution of understanding, and topics that need to be covered in more depth.

2)
 * Thinking**

Ask students to create their own questions and potential solutions. (Fermi Problems / PBL / Small Real World Problems - ala Dan Meyer)

3)
 * Communication**

Present / Act Out / Draw / (sing without words) a Real World Math Problem with potential solutions.

4)
 * Application**

Bring in or link to an article (or some other media) that deals in some way with the concepts in the unit.

(Doina & Brad)

//Sample Grade 7 & 8// //for each of the Acheivement Areas//
 * //Question/Activity//**

1) Knowledge and Understanding

Is 2 a prime number? Use clickers.

2) Thinking

Create their own questions and exchange with the deskmate, solve and grade

3) Communication

Have a student present to class a particular problem (perhaps from homework)

4) Application

Self assessment on a wikispace page, example: self assess their Math notebook or their Math portofolio.

(Andy and Greg)

Fermi Question for Grade 7/8 can cover each of the areas

1) Knowledge and Understanding

- Using the skills learned in their course to solve the problem (area, volume, etc...)

2) Thinking

- Abstract thinking skills to develop steps to solving the problems

3) Communication

- presenting their solution

4) Application

- using skills learned in math relating to real world problems


 * __(Nakesha & Eddie)__**

//Sample Grade 7 & 8// //for each of the Acheivement Areas//
 * //Question/Activity//**

1) Knowledge and Understanding:

Question: As a group fill out a Frayer model of your assigned topic.

2) Thinking:

Question: FERMI Problem: How much would it cost you to buy a pizza lunch for everyone in your school?

3) Communication:

Question: Individually, create a concept map explaining how you solved this problem. Once your concept map is complete we will do a gallery walk, which will give you a chance to present your concept map to the rest of the class.

4) Application:

Question: [Take a real world issue from the day's headlines]. Ex. Class, the TTC is facing a budget crunch. Read the article provided and calculate how much of a fare increase is necessary to cover the TTC budget shortage.

__(End of Eddie and Nakesha's Section)__


 * Follow this Example**

(Amy and Hailey)

1) Knowledge and Understanding

Ticket out of Class - one thing you learned today

2) Thinking

Any Small Real World problem as created in last week's Wednesday class (Lesson 8).

3) Communication

Write a few paragraphs on a way that you use math every day in your life.

4) Application

Make a receipt to show how much you would pay for a pair of jeans which are advertised as $39.99 before tax, but is discounted 25% before the tax is added on.


 * Follow this Example**

(Rubina & Mala)


 * Number Sense and Numeration**

1) Knowledge and Understanding

- Adding integers

2) Thinking

-

3) Communication

- Use virtual manipulatives for different audiences to demonstrate integers.

4) Application

- Get students to use a barometer to examine integers and how they apply to a real world situations (did temperature increase or decrease). Question: Is negative 10 degrees is much colder than negative 5 degrees/

(Julian & Vicki)

1) Knowledge and Understanding

Basic understanding of lesson: ex. What is 2^2?

2) Thinking

Classic Two Train Scenario question leaving out key information:

Train A is leaving Toronto Eastbound at 100km/h at the same time as Train B is leaving Montreal westbound at 100km/h. Assuming no stops, or change in speed when will they pass each other?

3) Communication

Write a full sentence or two describing how you came up with assumptions made in questions. Example the train distance from above.

4) Application

Real World problems, putting them into the mix. Ex.If you leave Toronto at 1400hrs and need to catch your trian in Montreal at 2000hrs, will you make it in time?


 * Follow this Example**

(Samina & Liz)

//Sample Grade 7 & 8// //for each of the Acheivement Areas//
 * //Question/Activity//**

1) Knowledge and Understanding

Have the students peer-teach one concept from the lesson to their group of 2 or 4

2) Thinking

Have the students reflect on a real-life experience and apply to concepts learned in class.

3) Communication

Present their findings from real-life example

4) Application

Brainstorm for a creation of a new technology, using prior knowledge and recent findings from current real-life experiences and technology.


 * __TEAM AWESOME-EST-ER!!!! : aka. Heather + Stephen__**
 * __(false claim)__**
 * __:(__**

1) Knowledge:

Problem sets (5-10 questions) with different concepts, and level of difficulty

2) Thinking:

Have students creat a fermi problem for one of their peers

3) Communication:

Peer to Peer teaching, or Student to teacher teaching

4) Application:

Have students work on a real world problem in a group, and present their solution to the class (For higher level application: have students find a real world problem to apply math to!)


 * __TEAM AWESOME-EST - Nadine and Alex__**


 * Knowledge and Understanding**

Clicker questions that cover content and concepts. Easily evaluated by the teacher.


 * Thinking**

Create a KWL Chart. Can be revisited by students at any time, exchanged with peers.


 * Communication**

Students create their own question, will be given to another student to solve.


 * Application**

Where would you find this concept in the real world? How could you use it in everyday life?

Steve & Michelle K


 * Knowledge/Understanding**
 * Get students to write solution to a practice problem on their personal white boards - then hold up


 * Thinking**
 * Do a one-on-one problem solving with manipulatives assessment

Wiki entry - every student assigned a simple topic to put an entry on the class Wiki
 * Communicating:**

Do a Fermi type problem
 * Application:**

4 questions

Knowledge understanding

Simple calculations.

Thinking

Multi-step problems involving

Application

Word problems based on the math concept

Communication

How would you explain how to do this problem to a friend?

Have a discussion on what do numbers mean. If you write the number 1 on the board, can you actually do something with it? Can you use it in real life? How? Can you eat it? Can you smell it? Can you take it from the board? Have them know what a notation is.
 * Minds On**: What are numbers? Can you show me number 1?

How can you define a spoon? How can you use a spoon? What do you call the shape that "holds water"? Note that Math is about tools and what they can use them for is not limited by the examples the teacher gives them. You can eat soup or cereal with a spoon. You can also dig a hole in the dirt.
 * Minds On**: What is a spoon?