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Competent:
Able to devise more than 3 ways of solving the problem and selecting the most appropriate strategy.

Developing:
Able to devise up to 2 ways of solving the problem and selecting the most appropriate strategy.

Novice:
Able to devise 1 way of solving the problem.

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Novice - Students are able to use the some description to describe the container constructed but unable to use mathematical terms to describe the volume of container. Use of diagrams/ tables is not present/ draw diagram but not labeled.

Developing - Students are able to use the correct Mathematical Language (length, breadth, height) of one type of 3D object. Use of 1 diagram/ table and correctly labelled.

Competent - Students are able to use the correct Mathematical Language (length, breadth, height, radius, base area x height etc) of more one type of solid. Use of at least 1 diagram/ tables and labelled to show maximum volume.

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Application of Math concept

Novice:
Unable to identify and apply relevant math concepts

Developing:
Able to identify partial math concepts (Volume - amount of space occupied by 3D shapes) but unable to perform correct methods in solving the problem.

Competent:
Able to identify relevant math concepts (Volume - amount of space occupied by 3D shapes) and correct methods in finding the volumes.
Or

Able to apply correct formulas and identify largest volume of various 3D shapes that is suitable shape for the task.

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1. Design a net to create a 3D figure( Mathematical

Reasoning) Ability to apply logical reasoning in explaining why this the best net for this 3D figure is.

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Chuah Xing Ying
Nur ’Izzati Atikah Bt Suhaiemi
Mah Ei Leen
Mohamed Najeeb Bin Mohamed Hassan
Keng Xing Wei, Darren

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Session 3b: Template for Monitoring HAL Programme Outcomes

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Session 3b: Template for Monitoring HAL Programme Outcomes

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Low Qiong Xia
Hum Xin Yi Clarissa
Foo Wei Sze Sandra
Ang Pei Ying Janice
Ho Yik Ying

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Share what within-class and out-of-class opportunities your school have for your pupils to explore and develop their mathematics aptitude and interest?

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Tang Pui Yee
Zhang Tingting
Koh Pei Loo
Liew Chai Long
Ong Tze-Min Gracelyn
Goh Tai Peng Kenneth

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Nur Jannah Bte Juri
Nasyrah Fitriawaty Ahmad Putri
Ong Pei Ling
Lau Sok Ling Melissa
Tan Chieu Peng
Ves Chee

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Vasanthi d/o Rangayah
Evelyn Loh
Clara Lim Ying Yi
Chua Aik Ching Bryan
Sri Asilah Binte Subari

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Kwei Seng Poh
Toh Hui Lin
Wong Lai Yoke
Tan Gek Ling
Chan Heng Jing, Lynette

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Koh Hui Ting, Crystal
Benazir Begam D/O Samusu Malik
Lee Hwee Kheng
Sng Sin Lim
Eliza Law Wen Yu

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Share what within-class and out-of-class opportunities your school have for your pupils to explore and develop their mathematics aptitude and interest?

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Share what within-class and out-of-class opportunities your school have for your pupils to explore and develop their mathematics aptitude and interest?

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Share what within-class and out-of-class opportunities your school have for your pupils to explore and develop their mathematics aptitude and interest?

# data[].attributes.body
Share what within-class and out-of-class opportunities your school have for your pupils to explore and develop their mathematics aptitude and interest?

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Share what within-class and out-of-class opportunities your school have for your pupils to explore and develop their mathematics aptitude and interest?

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Based on the learning objectives of the MEA task, identify suitable criteria that you will use to assess the learning goals.

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Share what within-class and out-of-class opportunities your school have for your pupils to explore and develop their mathematics aptitude and interest?

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Design descriptors for the different levels of performance (Novice, Developing, Competent) for the criteria that you have been assigned.
Criteria: Mathematical Communication

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Design descriptors for the different levels of performance (Novice, Developing, Competent) for the criteria that you have been assigned.
Criteria: Mathematical Communication

Learning objective: Communicate the solving process and justify their solutions

Novice:
- Did not make use of any mathematical term
- No justification provided
- Does not provide any explanation of the process

Developing:
- Some mathematical terms used accurately
- Some justification provided for method choice
- Suggest somewhat accurate description of the process and/or the solution

Competent:
- Accurate use of essential mathematical terms
- Clear justification for methods provided
- Suggest an accurate description of the process and the solution

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Design descriptors for the different levels of performance (Novice, Developing, Competent) for the criteria that you have been assigned.
Criteria: Solving Strategy / Approach

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Design descriptors for the different levels of performance (Novice, Developing, Competent) for the criteria that you have been assigned.
Criteria: Solving Strategy / Approach

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Design descriptors for the different levels of performance (Novice, Developing, Competent) for the criteria that you have been assigned.
Criteria: Solving Strategy / Approach

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Design descriptors for the different levels of performance (Novice, Developing, Competent) for the criteria that you have been assigned.
Criteria: Application of Math Concepts

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Design descriptors for the different levels of performance (Novice, Developing, Competent) for the criteria that you have been assigned.
Criteria: Application of Math Concepts

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Session 3b: Treffinger's Levels of Service

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Session 3b: Treffinger's Levels of Service

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Based on the learning objectives of the MEA task, identify suitable criteria that you will use to assess the learning goals.

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Based on the learning objectives of the MEA task, identify suitable criteria that you will use to assess the learning goals.

1.       Application of Math Concepts

2.       Mathematical Reasoning

3.       Mathematical Comunication

4.       *Persistence and Perseverance* (KIV first because we wish to assess this but are unsure how to go about this accurately)

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Based on the learning objectives of the MEA task, identify suitable criteria that you will use to assess the learning goals.

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Based on the learning objectives of the MEA task, identify suitable criteria that you will use to assess the learning goals.

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Session 3b: Slides for Designing and Monitoring Provisions

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Session 3b: Slides for Designing and Monitoring Provisions

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Session 3b_General session (TD provisions and Monitoring)

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Slides for Session 3a: Developing Rubrics for Assessment

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Slides for Session 3a: Developing Rubrics for Assessment

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Slides for Session 3A_FiDLHA Part 2 Rubrics

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Novice : Student is unable to choose appropriate  solving strategies/heuristics to approach the task efficiently

Developing : Student chose inappropriate solving strategies/heuristics to approach the task efficiently

Competent : Student is able to choose appropriate solving strategies/heuristics to approach the task efficiently

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Based on the learning objectives of the MEA task, identify suitable criteria that you will use to assess the learning goals.

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Solving strategy/approach (1, 4)

Application of Math Concepts (2)

Mathematical computation and accuracy (3)

Mathematical communication (6, 7)

Mathematical reasoning (5, 8)

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Based on the learning objectives of the MEA task, identify suitable criteria that you will use to assess the learning goals.

1. Understanding the problem
- Create a container that can contain the maximum number of sweets

2. Application of mathematical concepts
- To make use of their knowledge on the formula of volume to design the optimal container

3. Mathematical computational knowledge/ Problem Solving Strategy
- To make use of different solving approaches such as listing

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Student 1
- What do the numbers represent?
- How do you justify your answer?

Student 2
- If you think Xinru is wrong, what would be the correct answer?  Would you like to show?

Student 3
- Do we need to consider the rest time?
- What would be your conclusion?

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Student 1 - self regulation / process

to guide student to do checking on his solution

to check if he has answered the question correctly

to provide a clearer presentation of solution

Student 2 - self / process

complement the child for thinking alternative perspective

to show the correct answer

Student  3 - task / self

guide the student to consider including of rest time

clear presentation

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Understand - 2 Able to find total distance but did not include rest time
Devise - 1
Check - 1
Communication - 3

Feedback
Task - Should we include rest time in the calculation of total time?

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Understanding : 3
Plan: 3
Look Back : 3
Communication: 2

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Understand - 2 Showed Xinru is wrong but did not show the right answer
Devise - 2
Check - 2
Communicate - 3

Feedback
Self-regulation - How should Xinru have calculated the average speed?

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Criteria 1: 2
Criteria 2: 1
Criteria 3: 1
Criteria 4: 1

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Understanding: 2
Devise: 2
Look Back: 1
Communication: 2

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Student 1: Level 2
- His solution shows understanding and able to solve the question.
- Presentation is structured but unclear as no units are provide.
- Did not justify why he does not agree.

Student 2: Level 3
- Presentation is clear and systematic
- Justify answer using the distance approach instead of calculating speed.
- Presentation of working shows understanding of the question.

Student 3: Level 1
- Did not fully understand the question (rest time)
- Did not answer to the question of whether agree or not and no justification
- merely applying formula to calculate average speed.

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Criteria 1: 3
Criteria 2: 3
Criteria 3: 3
Criteria 4: 2

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Criteria 1: 3
Criteria 2: 2
Criteria 3: 3
Criteria 4: 2

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Criteria 1: 3
Criteria 2: 3
Criteria 3: 2
Criteria 4: 2

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Criteria 1 : Level 2
Criteria 2 : Level 1 (forgot to include rest time)
Criteria 3 : Level 1 (did not answer the question - agree or not)
Criteria 4 : Level 3 (solution is presented in a clear manner although the answer is incorrect/incomplete)

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Criteria 1 : Level 3
Criteria 2 : Level 3
Criteria 3 : Level 2 (not checking to see of the student had answered the question)
Criteria 4 :  Level 2 (no explanation of steps)

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Criteria 1 : Level 3
Criteria 2 : Level 3
Criteria 3 : Level 3
Criteria 4 : Level 3

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Criteria 1: 3
Criteria 2: 2
Criteria 3: 1
Criteria 4: 2

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Session 2b: What feedback will help these students get there?

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Session 2b: What feedback will help these students get there?

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3 FiDLHA II 2023 - AfL, Differentiated Tasks and Feedback_Participants

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Slides for Session 1b: Using Questions to Challenge and Extend

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Slides for Session 1b: Using Questions to Challenge and Extend

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2023 FiDLHA Part 2 Session 1b_Questioning (For Participants)

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Task: Great that you have found the distances required. However, did you include the rest time in your calculation?

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Session 2a: Where are these students at?

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Session 2a: Where are these students at?

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Application of concept:
1. Able to identify the mathematical concepts and formulae related to the task.

Mathematical Reasoning:
1. able to present logical reasoning in explaining their model
2. able to articulate the justifications for the selected assumptions or strategies

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Understand - 3
Devise - 2
Check - 2 No evidence that she checked but answer is correct
Communicate - 2 No annotation & explanation

Feedback
Process - Please annotate your work and explain further

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Slides for Session 1a: Concept Based Attainment

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Slides for Session 1a: Concept Based Attainment

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FiDLHA II 2023 - Concept Teaching 13 JulyFinal_Participants

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Student 1:
Criteria1: Level 3
Criteria2: Level 2
Criteria3: Level 1
Criteria4: Level 2

Student 2:
Criteria1: Level 3
Criteria2: Level 2
Criteria3: Level 3
Criteria4: Level 3

Student 3:
Criteria1: Level 3
Criteria2: Level 3
Criteria3: Level 3
Criteria4: Level 2

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Application of Math Concepts
Level 3
Able to select and apply the right mathematical concepts
Correct use of all the relevant information for problem-solving

Level 2
Able to identify math concepts but show somewhat inaccurate or incomplete representation
Use of some but not all the relevant information for problem-solving

Level 1
Incorrect representation of the problem
Use of wrong information for problem-solving