WGU C 284 ATTEMPT 2 TASK 2 MATHEMATICS ASSESSMENTS LINGLING
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Level 1:
STUDENT 1 It's every three. It's adding. It's adding three steps every time,
so now it's gonna be nine.
STUDENT 2 Yeah that's what I just said. So, oh wait a minute. Okay, so next
to 60 it will be 150 and at 100 it will be 300.
STUDENT 4 No, it's just like that.
This group failed to identify the recursive relationship and they had wrong
pattern. They talked about three by three or four by four that they think
about three square or four by four square. The rubric penalizes this inability
to move past rote counting to a simple rule.
Level 2:
STUDENT 1 What she's saying is that if you add the
number of steps, right, the number of steps high plus the
number of blocks you would get the number for the other
one and that's what she was going for all of these, but
then I was like how much would you get, what would,
what would be the number of blocks for 50? And she was
like, you would have to add 49 plus 50, and I was like no,
you can't do that because you'd have to find out how
many number of blocks are in 50, I mean 49, and how
many steps high for you to add the number of blocks that
are in 49 plus 50 for you to get this answer, so it's saying
that this rule could work.
STUDENT 7 Well, we could get it, calculate it and do
28 plus eight. 29 plus nine. 30 whatever times, what.
, STUDENT 1 Alright, alright, alright. Say 400. What
would you do? Would you go, would you do all of these
out to 99?
This group shows successful data exploration. However,
the student's "developing status" is evident in the
inability to find the total for a very large number, such as
an N = 400 step staircase without doing all the
intermediate steps. They understand what the total is,
but not how to generalize it into an efficient rule, which
is the goal of the algebra activity.
Level 3
STUDENT 3 Like six and 15 is 21.
STUDENT 2 Yeah, like that. It's 20 and eight, and 20
is 36. It would be nine and 36 is 45 so 50 couldn't be
the 40s.
STUDENT 3 Oh, alright, so then you said nine and 36
would be 45. Alright, this is step three, right? And to get
the next step I add, like, four?
UNKNOWN I got you. Um, I think, um, there's real,
there's actually sort of two variables, right. There's the
number how high it is which is some variable which I
called it N but you can call it something else and there's
how many blocks there, you know what I mean so you
might wanna say the number of steps high is h or
something and the number of blocks might be N. Okay,
you can switch that around, but you have two things that
come into play. You have how high it is and how many
OLEA |LATEST UPDATE WITH COMPLETE SOLUTIONS
Revision
A.1.a
Level 1:
STUDENT 1 It's every three. It's adding. It's adding three steps every time,
so now it's gonna be nine.
STUDENT 2 Yeah that's what I just said. So, oh wait a minute. Okay, so next
to 60 it will be 150 and at 100 it will be 300.
STUDENT 4 No, it's just like that.
This group failed to identify the recursive relationship and they had wrong
pattern. They talked about three by three or four by four that they think
about three square or four by four square. The rubric penalizes this inability
to move past rote counting to a simple rule.
Level 2:
STUDENT 1 What she's saying is that if you add the
number of steps, right, the number of steps high plus the
number of blocks you would get the number for the other
one and that's what she was going for all of these, but
then I was like how much would you get, what would,
what would be the number of blocks for 50? And she was
like, you would have to add 49 plus 50, and I was like no,
you can't do that because you'd have to find out how
many number of blocks are in 50, I mean 49, and how
many steps high for you to add the number of blocks that
are in 49 plus 50 for you to get this answer, so it's saying
that this rule could work.
STUDENT 7 Well, we could get it, calculate it and do
28 plus eight. 29 plus nine. 30 whatever times, what.
, STUDENT 1 Alright, alright, alright. Say 400. What
would you do? Would you go, would you do all of these
out to 99?
This group shows successful data exploration. However,
the student's "developing status" is evident in the
inability to find the total for a very large number, such as
an N = 400 step staircase without doing all the
intermediate steps. They understand what the total is,
but not how to generalize it into an efficient rule, which
is the goal of the algebra activity.
Level 3
STUDENT 3 Like six and 15 is 21.
STUDENT 2 Yeah, like that. It's 20 and eight, and 20
is 36. It would be nine and 36 is 45 so 50 couldn't be
the 40s.
STUDENT 3 Oh, alright, so then you said nine and 36
would be 45. Alright, this is step three, right? And to get
the next step I add, like, four?
UNKNOWN I got you. Um, I think, um, there's real,
there's actually sort of two variables, right. There's the
number how high it is which is some variable which I
called it N but you can call it something else and there's
how many blocks there, you know what I mean so you
might wanna say the number of steps high is h or
something and the number of blocks might be N. Okay,
you can switch that around, but you have two things that
come into play. You have how high it is and how many
