Beyond the Common Core. Juli K. Dixon
tasks of varying cognitive demand in order to meet the expectations of your state assessments.
Identifying the Cognitive Demand of Your Mathematical Tasks
As a first step in understanding the nature of the current cognitive demand level of the tasks you use each day, use figure 1.10.
Figure 1.10: Tool for sorting unit tasks by cognitive demand level.
Visit go.solution-tree.com/mathematicsatwork to download a reproducible version of this figure.
What percentage of the current tasks you plan to use fall into the lower-level-cognitive-demand task category? What percentage fall into the higher-level-cognitive-demand task category? Do you have a proper balance in terms of the complexity of student reasoning required by the tasks you present to students throughout the unit?
Consider the grade 4 higher-level-cognitive-demand mathematical task from the Smarter Balanced Assessment Consortium (SBAC) in figure 1.11 (page 28) and the fractions task from the Partnership for Assessment of Readiness for College and Careers (PARCC) in figure 1.12 (page 28).
Source: Smarter Balanced Assessment Consortium, 2013. Used with permission.
Figure 1.11: Smarter Balanced Assessment Consortium practice test grade 4 task.
Source: PARCC, 2013.
Figure 1.12: PARCC practice test grade 4 task.
Using figures 1.11 and 1.12, explain where you would place these mathematical tasks in the cognitive demand table in figure 1.10 (page 27). You can also reference appendix B (page 153) for more detail. If you do believe these are higher-level-cognitive-demand tasks, explain why.
Visit go.solution-tree.com/mathematicsatwork for more higher-level-cognitive-demand mathematical tasks like these from the SBAC and PARCC assessments.
Creating Higher-Level-Cognitive-Demand Tasks
There are several strategies you can use to change a lower-level-cognitive-demand mathematical task to higher-level cognitive demand. A typical strategy that is rarely fruitful is to change the numbers in the problem to greater numbers. For example, with the grade 2 task in figure 1.9 (page 26), it would not be enough simply to change 48 + 25 to 148 + 325. While this might make a task more difficult to complete, it does not necessarily make the task higher-level cognitive demand. You can use the strategies in figure 1.13 to adjust a mathematical task from lower-level cognitive demand to higher-level cognitive demand.
Figure 1.13: Strategies for increasing the cognitive demand of tasks.
Visit go.solution-tree.com/mathematicsatwork to download a reproducible version of this figure.
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