Preview "Measure Up" in a new window.
This title will be released on .
This eBook is no longer available for sale.
This eBook is not available in your country.
Book Description
This blackline masters book is directed towards developing process skills using a sound content base and so is directly in tune with outcomes-based courses. The aim of this book is to provide teachers with a plan for presenting open-ended tasks to mathematics students of Grades 5 - 7. This book focuses on the concept of measurement. Each measurement idea (basic units, conversions, perimeter, area, surface area and capacity) is presented as a series of four types of questions: Knowledge and understanding of mathematical concepts can be achieved by rigour-
based exercises. Adaptation of such concepts to more difficult situations, seemingly non-mathematical,
can be learnt through tackling word problems. Mini tasks are long word problems that often require multiple steps. They usually have a
definite answer though it may be achieved through a variety of methods. The open-ended tasks in this book can be achieved on a variety of levels and cover a
range of student outcomes. The final answer is generally not important. The purpose of
such questions is to test not only mathematical skill, but also for students to achieve the
outcomes related to problem solving, logic, lateral thinking, working in groups, creativity,
testing options amongst others. Open-ended tasks: The tasks can be presented as classroom/homework activities or assessments. It is
recommended that initial tasks be non-assessed until students become more confident
with them. If done as an assessment, an appropriate rubric should accompany the
task sheet. Tasks are designed to be carried out in groups or individually. If the task is to be
assessed as a group activity, it should be accompanied by a rubric that clearly states
the role of each member of the group. The very nature of open-ended tasks implies they have no one correct answer. Some of
the tasks presented may have a ‘best’ answer, but if students can give logical and valid
details as to how they arrived at their solution, the aim has been achieved.
based exercises. Adaptation of such concepts to more difficult situations, seemingly non-mathematical,
can be learnt through tackling word problems. Mini tasks are long word problems that often require multiple steps. They usually have a
definite answer though it may be achieved through a variety of methods. The open-ended tasks in this book can be achieved on a variety of levels and cover a
range of student outcomes. The final answer is generally not important. The purpose of
such questions is to test not only mathematical skill, but also for students to achieve the
outcomes related to problem solving, logic, lateral thinking, working in groups, creativity,
testing options amongst others. Open-ended tasks: The tasks can be presented as classroom/homework activities or assessments. It is
recommended that initial tasks be non-assessed until students become more confident
with them. If done as an assessment, an appropriate rubric should accompany the
task sheet. Tasks are designed to be carried out in groups or individually. If the task is to be
assessed as a group activity, it should be accompanied by a rubric that clearly states
the role of each member of the group. The very nature of open-ended tasks implies they have no one correct answer. Some of
the tasks presented may have a ‘best’ answer, but if students can give logical and valid
details as to how they arrived at their solution, the aim has been achieved.
In The Press
About the Author
Read on Your Favourite Devices
to find out more
