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Language and diagram

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This task is a linear concept. Students are able to calculate numbers to complete questions.

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IF geometry vocab has been addressed

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Language barriers

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Ss who draw to visualize the math problem were probably more successful on this one.

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Ss who draw to visualize the math problem were probably more successful on this one.

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if geometry unit experienced by this time

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We think that students would have a difficult time on this due to their lack of knowledge of geometry concepts. They have to pay attention to the names of the shapes the characteristics of the angles and measurements. Another problem is that geometry is typically taught at the end of year.

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language lift
context complexity
diagraming and keeping track of who is where.

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May be more difficult to create expressions, equations and then build a visual representation of the work done in the task.

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Creating expressions and equations may be difficult

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Much of the number line is already completed so we think that students would be able to easily see that there were 1/4 intervals and that information really helps them to complete the remainder of the tasks.  With the exception of #5, we think that students would be fairly successful with this task.

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We selected this task for most successful because the tasks were discrete and did not build on each other as much as the holiday travel problems. Has visual to help solve.

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We selected this task for most successful because the tasks were discrete and did not build on each other as much as the holiday travel problems. Has visual to help solve.

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"The total distance was 865 miles"  This might be confusing if Ss aren't considering the three travelers.

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"The total distance was 865 miles"  This might be confusing if Ss aren't considering the three travelers.

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the mix of negative and positive numbers added a level of complexity with finding the differences, which was already a challenging ask with the fractions in place

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We think that students would have a tough time with labeling the 5 angles in the circle and might not be able to sort all of the polygons by their angles. Additionally, many teachers don't address geometry until the end of the school year so students may still be unaware of some of these concepts at this point in time.

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tidy numbers (everything divided cleanly) allowed students to have multiple approaches and easily check for sense-- these were somewhat intuitive

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Fractions, negative numbers; subtracting negative numbers is already very challenging, but then you must also do fraction division, AND THEN add fractions with negative numbers. On the back, plotting 3 1/2 can be challenging for students because they might not even realize that 3 1/2 is a number that can be plotted (ie, they've only had experience with the coordinate plane with whole numbers).

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We think that these questions were more intuitive proportional reasoning with a lower cognitive load. Questions 1 & 2 were more straightforward; question 3 required more quantitative reasoning & making sense of the quantities/relationships & what they mean (ie, they might conclude that 15m in 1 second was quicker because 15 < 18).

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Most Ss could solve for area of triangle (page 1) and reflection (#2) BUT when asked to dialate the triangle was probablywhere Ss became confused.

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Most Ss could solve for area of triangle (page 1) and reflection (#2) BUT when asked to dialate the triangle was probablywhere Ss became confused.

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Mapping the movements of the 3 travelers probably was an obstacle.

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Mapping the movements of the 3 travelers probably was an obstacle.

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Expressions and equations (page 1) was most likely quite successfully completed.

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Expressions and equations (page 1) was most likely quite successfully completed.