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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
**

tasks.

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.

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