MIAA 320

C. Hambleton
Cognitive Demand Assignment
9/5/14

Cognitive Demand Assignment
Teacher’s College of San Joaquin
Christina Hambleton
September 3rd, 2014

MIAA 320
C. Hambleton
Cognitive Demand Assignment
9/5/14
Abstract
The following project examines the level of cognitive demand from an eighth
grade mathematics assignment titled “Introduction to Slope” (Edgenuity.com, CACommon Core Math 8, 2014). Several questions were evaluated chosen for their
adherence to memorization, procedures without connections, procedures with
connections, and doing mathematics. Brief reflections are included to explain the
selection of each question.

MIAA 320
C. Hambleton
Cognitive Demand Assignment
9/5/14
Cognitive Demand Assignment

1. Practice exercises demonstrating the cognitive demand of memorization.
a. What is the formula for finding the slope of a line?
b. What is the rule for the Vertical Line Test?

These practice exercises were chosen to demonstrate the cognitive demand of memorization as
both require memorization of a formula and/or rule.

2. Practice exercises demonstrating the cognitive demand of procedures without connection

a.

b.
These practice exercises were chosen to demonstrate the cognitive demand of procedures without
connection tasks as they require a formula to solve. Students need to know the formula for slope
and how to plug in the coordinates to solve.

MIAA 320
C. Hambleton
Cognitive Demand Assignment
9/5/14

3. Practice exercises demonstrating the cognitive demand of procedures with connections.
a.
This practice exercise was chosen to demonstrate the cognitive demand of procedures with
connection as students need to know how to explain the formula for slope. They would need to
understand that one must first choose data points, calculate the difference between the second
and first y value, and divide their answer by the difference between the second and first x.

b.
This practice exercise was chosen to demonstrate the cognitive demand of procedures with
connection as students need recognize the difference between positive slope, negative slope, no
slope, and zero slope.

MIAA 320
C. Hambleton
Cognitive Demand Assignment
9/5/14
4. Practice exercises demonstrating the cognitive demand of doing the math.

5.
This practice exercise was chosen to demonstrate the cognitive demand of doing the math
because students must first be able to determine the slope from a table. They then must be able to
evaluate their slopes and determine different plan costs.

b.
This practice exercise was chosen to demonstrate the cognitive demand of doing the math
because students must first be able to determine the slope from a table and a graph. They then
must be able to evaluate their slopes and determine and compare speeds.