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Elane McCarty

MIAA 320
Cognitive Demand: Task Analysis

I. Lower-Level Demands
A. Memorization Tasks
Grade 1

Penny = 1 cent
Grade 3
Name the shape and how many sides does it have?

Grade 8
Slope-Intercept Form
y=mx+b
I chose each of these activities simply because they are memorized facts. There is no
math involved in each one of the activities except, if a third grader did not memorize that
a square has four sides, then he/she would have to count the sides. It is easy to see that
these math facts would be memorized. These tasks have no mathematical procedures that
create an understanding or heightened knowledge for mathematics.

B. Procedures without Connection Tasks


Grade 6
Complete the Mathematical Statement
-4 x___ =32
3 x___ =-36

Grade 2

_______ parts are green


______ equal parts
______ is green
I chose these two examples because there is limited to almost no mathematical
understanding needed to solve these problems. There is limited cognition needed to solve
these problems. These tasks are simply to produce correct answers with limited
understanding of mathematics.

Higher-Level Demands
C. Procedures with Connection Demands
Grade 7
Mr. Posts class will raise rabbits for their spring science fair. They have 32 feet of
fencing with which to build a rectangular rabbit pen to keep the rabbits.
1. If Mr. Posts students want their rabbits to have as much room as possible, how long
would each of the sides of the pen be?
2. How long would each of the sides of the pen be if they had only 24 feet of fencing?
3. How would you go about determining the pen with the most room for any amount of
fencing? Organize your work so that someone else who reads it will understand it.

Grade 6

ABCD is a square. The square is folded on the midpoint of AB, and


then A is folded onto the fold, creating the shaded region. The
perimeter of the shaded figure is 75 cm. Find the area of square ABCD.
Explain your reasoning for the mathematical computation that you
chose.
A

These tasks require some cognitive understanding of mathematics. They are broad and
can have multiple ways of finding the solution. Students will need an understanding of
mathematical concepts in order to solve these problems. These tasks will require students
to exert some cognitive effort when solving these problems.

D. Doing Mathematic Tasks


Grade 8
Create or design a building using multiple linear equations, geometric shapes, and angles.
Be sure to include the linear equations, names of the geometric shapes, and the angle
degrees.

Grade 3
Option A
A jellybean machine records the number of jellybeans it holds. It holds
98 jellybeans when it is full. The following table shows the jellybeans in
the machine.
Full
98

1st
Twist
91

2nd
Twist
84

3rd
Twist
77

4th
Twist
70

5th
Twist

6th
Twist

7th
Twist

If the jellybeans continue to come out the same way, what will the
jellybean counter show for the next 3 twists? At what number twist will
there be zero jellybeans? Tell how you know and how you verified your
work.

Option B
A jellybean machine records the number of jellybeans it dispenses the same amount of
jellybeans at each twist. When it is full, it holds 98 jellybeans. Create a machine that
will dispense a particular number of jellybeans and record your answer for the first 7
twists. At what number will your jellybean machine be empty? Tell how you know and
how you verified your work.

Grade 5
Shade 6 small squares in a 4 x 10 rectangle. Using the rectangle,
explain how to determine:
a. The fractional part of the area that is shaded
b. The decimal part of the area that is shaded
I chose the tasks because they require an understanding and
exploration of many mathematical concepts and relationships. The
students will be required to analyze the tasks and access relevant
mathematical knowledge in order to work through the tasks. They will
need to show their understanding of concepts, processes, or
relationships.