MINISTRY OF EDUCATION

YOUTH & INFORMATION

The Student Assessment Unit

Publishers’ Assessment Training

Mathematics

February 16, 2018

 Assessing the 21st Century Science Learner

Webb’s Depth of Knowledge

Norman Webb developed a process and criteria for analysing the alignment between
objectives and assessments. The model places tasks in categories that reflect the different
levels of cognitive expectations (thinking) required to complete the task. There are four
categories/levels:
What else can be
done with the
knowledge?
DOK 4
Why can the Extended
knowledge be used?
Thinking
DOK 3 ________________
How can the Strategic
knowledge be used?
What is the
Thinking
DOK 2 impact?
_________________
What is the
What is the Basic influence?
knowledge?
Application Why did it What could/
of Skills and happen?
DOK 1 would happen?
Concepts How/why can What do you
Recall & __________________
you use it? believe/ feel/
Reproduction How does/ did it What is the think?
happen? cause/effect? What can you
__________________
What create/ design/
Who? How does/did it
distinguishes/indi develop?
work?
What? cates?
How is/ was it
Where? What is the
used?
When? reason?
What is the
How? answer/outcome/r What is the
esult? relationship?
Why?

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 Assessing the 21st Century Science Learner

Activity 1
Task #1
Grade 4 Term 1 Unit 1
Strand: Number
Focus Question: How do I apply fraction ideas to real life situations?

Objective(s):
 Distinguish among whole numbers, proper fractions, improper fractions and mixed
numbers.
 Recognize like fractions (fractions with equal denominators).

James and Benito each have a bag of pencils. Some pencils are sharpened and some are not.
James’ bag of pencils has: Benito’s bag of pencils has:
• A total of 5 pencils • A total of 10 pencils
• Exactly 2 sharpened pencils • Exactly __ sharpened pencils
Benito has the same fraction of sharpened pencils in his bag as James has in his bag.
Exactly how many of Benito’s pencils are sharpened?

DOK Level: _____________

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 Assessing the 21st Century Science Learner

Task #2
Grade 5 Term 1 Unit 4
Strand: Statistics & Probability
Focus Question: How do I display and interpret information collected?

Objective(s):
 Discuss the appropriate uses of various tables and graphs.
 Represent data using bar graphs, double bar graphs, pictographs, pie chart and line graphs.
 Estimate and calculate the mean of a set of data.
 Find the median value of a set of data.

Each of the 20 students in Mr. Anderson’s class timed how long it took to them to solve a puzzle.
Their times in minutes are listed below:

A) Use the most appropriate graph or representation to display the data. Explain your choice
of representation.
B) Find the mean and median of the data. Does it surprise you that the values of the mean
and median are not equal? Explain why or why not.

DOK Level: ___________

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 Assessing the 21st Century Science Learner

Task #3
Grade 5 Term 1 Unit 1
Strand: Number
Focus Question: What relationships are there between numbers?

Objective(s):
 Identify the factors of a number.
 Identify common factors of two given numbers.
 Identify multiples of a number and the common multiples of two or more numbers.

Peter made the statement shown below.

“The number 32 is a multiple of 8. That means all of the factors of 8 are also factors of 32.” Is
Peter’s statement correct?
In the space below, use numbers and words to explain why or why not.

DOK Level: ___________

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 Assessing the 21st Century Science Learner

Task #4
Grade 4 Term 2 Unit 1
Strand: Number
Focus Question: How can I apply addition and subtraction to fractional numbers?

Objective(s):
 Write money in decimal form.

 Investigate the base ten place value system when it is extended to show tenths and
hundredths.

Ben bought 4 items at a bake sale and added their cost on his calculator. The total cost read
583.2 on the calculator. What amount does ben need to pay?
A) $5.83
B) $58.32
C) $583.20
D) $5832

DOK Level: ___________

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 Assessing the 21st Century Science Learner

Task #5
Grade: 6
Strand: Number/Statistics & Probability
Objective(s):
 Compute with decimals, including dollars and cents, using the four basic operations.

 Add and subtract decimal fractions (including money).

 Make inferences and draw conclusions based on experiments and collected data.

______________________________________________________________________________

Your class and your teacher are going on a field trip. There are three possible choices for the field
trip: an aquarium, a science museum, or a zoo. Your teacher asked students to write down their first
and second choices. In this task, you will determine where the class should go on the field trip based
on the survey results and the cost per student.

The class voted on which place to visit. The table below show the results.

Name First Choice Second Choice

Olivia Zoo Science Museum

Grace Science Museum Aquarium

Jessica Aquarium Zoo

Ruby Zoo Science Museum

Emily Science Museum Aquarium

Sophie Aquarium Zoo

Chloe Aquarium Science Museum

Harry Aquarium Zoo

Oliver Science Museum Aquarium

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 Assessing the 21st Century Science Learner

1) Based only on the results of the class votes, where would you recommend the class go on
the field trip? Show your work or explain how you found your answer.

Here are some more facts about the trip.

Aquarium Science Museum Zoo

Distance from School

30 km 10 km 34 km
(one way)

Bus Charge $50 per km $50 per km $50 per km

Entrance Fee $500 per person $800 per person $300 per person

 The teacher and parent helpers do not pay an entrance fee.

 There are 30 students in the class.
 Only 1 bus is needed.
 The bus charge is for the entire busload of students (not for each student).
 Each student will pay the same amount.
 The school fund will pay the first $1000 of the trip.

2) Now we will think about the costs of the trip. How much will each student pay to go on
each trip? Show your work or explain how you found your answer.
3) Daniel thinks that it will cost less to go to the zoo because the entrance fee is only $300 per
person. Explain why you agree or disagree with Daniel’s thinking.

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 Assessing the 21st Century Science Learner

4) Write a short note to your teacher stating where you think the class should go on its field
trip, based on how you would evaluate all the different factors, including student votes,
costs, distance, and what you think would be fun.

DOK Level: __________

Task #6
Grade 4 Term 2 Unit 1
Strand: Number
Objective(s):

 Multiply numbers of up to four digits by any one or two digit number (including money).

 Differentiate between the use of addition and multiplication, subtraction and division in
problem situations involving whole numbers.

 Select data relevant to a problem when finding its solution.

A) Write a story problem that can be solved by finding 5×4.

B) Draw two different diagrams that show that 5×4=20. Explain how your diagrams
represent 5×4=20.
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C) Which of the diagrams you used to represent 5×4=20 can be used to represent 5× 3? Draw

the diagram if possible.

DOK Level: _________

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 Assessing the 21st Century Science Learner

ACTIVITY 2
What do you expect to see when students develop these skills?

Skill Evidence

Critical Thinking

Creativity

Communication

Collaboration

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 Assessing the 21st Century Science Learner

ACTIVITY 3

Grade 4 Term 2 Unit 2

Strand: Measurement
Focus Question: What is the difference between length and area and how are they measured?

Objective: Compute the perimeter of regular and irregular polygon using units of
measurement for length.

Stacy shaded 6 squares in a grid to make the figure shown below.

Stacy claims that if she adds 1 more square to this figure in different places, the perimeter can be
greater than, less than, or equal to the perimeter of the original figure.

Which square (labeled 1, 2, 3 or 4) should Stacy shade so the perimeter of the new figure is……

i. greater than that of the original figure?

ii. less than that of the original figure?

iii. equal to that of the original figure?

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 Assessing the 21st Century Science Learner

Grade 4 Term 1 Unit 1

Focus Question: How do I know the value of a number?

Objectives: Identify the value of whole numbers up to seven digits.

Distinguish between value, place value and face value of a digit.

Identify and use the keys on a pocket calculator.

Task:
Think carefully about the following question. Write a complete answer. You may use drawings,
words, and numbers to explain your answer. Be sure to show all of your work.

Laura wanted to enter the number 8375 into her calculator. By mistake, she entered the number
8275. Without clearing the calculator, how could she correct her mistake?

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 Assessing the 21st Century Science Learner

Grade 5 Term 1 Unit 4: Statistics and Probability

Focus Questions: How do I use sampling to provide information about a population?

How do I display and interpret information collected?

Objectives: Students should be able to

1. Discover that a sample may be too small and why.
2. Develop the concept of fair and bias in sampling.
3. Use a given sample to make claims about a larger population.
4. Draw pictographs, line graphs, bar graphs, to show given data and interpret such graphs.
5. Report on the mathematical content and interpretation of data.

500 students attend Marl’s Vale Primary. The table below shows the number of students in each
grade.

Grade 1 2 3 4 5 6 Total
Number
of 70 100 70 105 85 70 500
Students

Maria conducted a survey to determine how likely it was for her to win if she decided to run for
head girl. She asked 20 students if they would vote for her. The data she collected is shown below:

Would you vote for me?

10
9
8
Number of Students

7
6
5
4
3
2
1
0
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Yes No

Maria was pleased with the results. She submitted her nomination the next day. On the day of the
elections, she got 17 votes. She got the number of votes she predicted but did not win. She was very
disappointed. She has asked you to explain to her what has happened. Using the information in the
table and graph above, explain to Maria the meaning of her prediction and what you think she
should have done instead. Use graphs, numbers and words to support your explanation.

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