- Prices of the different items (addition, subtraction, multiplication)
- Size of slurpee cups
- Laying out the parking lot
- Pricing- how many wings can you get with different price combinations (boneless or regular)?
- Time- how long they have to wait for a seat if there are x amount of tables
- Area- how many tables they can fit in the building
Higher Level Tasks:
1. A car is parked for 9 hours in the parking garage in a permit spot. These spots are free from 6pm to 3am Monday through Friday, but are not available for parking on Saturdays and Sundays. If you park in one of these spots it is a $25 ticket for the first 6 hours and then another $10 ticket for each hour after. Give 3 different days and times that a car would pay different amounts for their time in the lot.
2. The builders of the parking garage want to be able to fit 600 cars in the garage at once. The tower can only be 250 feet tall. Show three different ways to accommodate this amount of cars using different levels throughout the structure.
I really liked the community pictures that you chose to use because they would be really familiar places for students living in East Lansing. I also really liked how you gave potential ideas for tasks for each picture. For your last picture, the parking structure, you decided to create your two higher level tasks. For your first task, it has a lot of information and gives the student many paths to get to an answer. There is also no one specific answer, so there is room for discussion and higher level thinking. You could approach this problem with different forms of math and you don't give away any particular formula, so I believe that this was an overall very good higher level task.
ReplyDeleteAs for your second task, you created a task that allows the student to come to many conclusions (you call for three answers) and encourages students to draw out their answers to "show" what they came up with. This problem is very open-ended and definitely allows children to think at a higher level.
How deeply or superficially you think it could address students’ lives and how it might be tweaked if needed
DeleteProblem 1: I do not know how deeply this problem itself would address the students’ lives as the students most likely do not deal with parking meters, as their parents are the drivers of the cars. It might be more beneficial to discuss another aspect of the parking garage, such as the height, or geometric shapes formed by the inclines and declines, something that the child may have seen themselves and had direct experience with.
Problem 2: I really like this problem, this may be more connective to the children as they have most likely been in a parking garage before and would understand the arrangement of cars in the parking garage.
How realistic the values/information in the task are
Problem 1: The values in this task are very realistic, as I have receives similar tickets and they have been about this same price. The information that was provided in the problem was also accurate.
Problem 2: The numbers within this problem and the information presented also seem realistic.
Level of the task USING THE FRAMEWORK (Stein & Smith.) and how you think it could be modified to be higher level
Problem 1: I believe this is a Higher level demand, doing math. It is asking the child to think of multiple different solutions for one problem, showing that there are many different answers. Also there is no one algorithm that could be used. Children could add, or multiply depending on their preference
Problem 2: Again I believe this is a higher level task, doing mathematics, because the children have the opportunity to reach a solution through multiple means, using their own method to reach a solution, and not a predetermined algorithm. It also requires some abstract thinking, where the child really has to make a variety of considerations to complete the task.