The original mathematical task that had a lower level of cognitive demand was asking

students to solve the following problem using the regrouping algorithm.

Using the regrouping algorithm, solve the following problem.

79 + 24

As I analyze the task, I feel it is at a low level of cognitive demand. My justification for this
level is because it focuses on having the student produce a correct answer using the
algorithm that is stated. It does not allow for exploration and the use of a variety of
representations and strategies. This task focuses on producing the correct answer with
no explanation of the students thinking or understanding.

If I were to modify and revise the task to raise the level of cognitive demand I would
change the directions for the problem.

Create a real-world situation for the following problem. Then solve the problem in as
many ways as you can using a variety of strategies and tools. Be sure to explain your
thinking and the strategies that you used.

79 + 24

I made the following changes to the original task to raise the level of cognitive demand:
 Having the students create a real-world situation out of the problem.
 Having the students solve the problem using as many strategies and tools as they
can.
 Having students justify and explain their thinking and strategies used.

This would bring the task to a high-level of cognitive demand because the task requires
students to explore and understand a problem from many different entry points. No
specific pathway or approach has been suggested and students can use a variety of tools
and strategies to solve the task (e.g., number line, base ten blocks, regrouping, partial
sums algorithm, vertical addition, breaking it apart, number grid, counting up, etc.).
Students need to access relevant knowledge and experiences and make use of them
while creating a real-world problem. Students are responsible for explaining and justifying
their thinking and the accuracy of their answer.