This week Pat began the class by asking us which item in the picture did not belong. At first, I thought it was the font for the word "which," but there are other elements in the picture that do not belong such as the circle, square, color etc. Although this is not a rich task, this is a good illustration of what we want students to think about in Math. That is, we want students to think about a variety of responses and thinking about Math in different ways. This is a good ice breaker or introduction to rich tasks.
A rich task allows students to broaden problem solving skills. They do not necessarily need to be open, it depends on the learner. However, a rich task should have a story that interests the student. An excellent example of showing the difference between a rich and non rich task.
Non Rich:
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| (Danielson, Online) |
Which of these fractions do not belong:
3 1/2 2 1/3 5 2/7 1 1/9
Rich
Steven says that when you add two odd numbers with an even number, the answer is always even. Is Steve correct? Explain your reasoning.
The rich tasks allow students to try out different methods of getting the answer and allows them to dig deeper into the concepts. Whereas, the non-rich task is the traditional right or wrong–no understanding type of tasks. A rich tasks allows students to use various mathematical processes when approaching and solving the problem. Rich tasks also allow students from various levels to get inside the Math. It also important to note that teachers should allow students time to collaborate with peers. The problem should also allow opportunities for extensions. I think the Pumpkin and Tractor trailer problem that was created by Pat was a really great rich tasks because it allows students to ask questions, collaborate, and reflect on the Math problem. It is important to allow students to try to solve problem rather than simply memorize the answer. I really think that Math is a subject where rich tasks should be incorporated the most because these tasks allow for students to gain a better understanding of the subject.
Bibliography:
Danielson, Christopher, "Which One Doesn't Belong?" Weblog post. Which One Doesn't Belong? N.p., 2013. Web. 02 Oct. 2016. <http://wodb.ca/>.
Bibliography:
Danielson, Christopher, "Which One Doesn't Belong?" Weblog post. Which One Doesn't Belong? N.p., 2013. Web. 02 Oct. 2016. <http://wodb.ca/>.
Hey Erlisa
ReplyDeleteI agree that rich tasks allow students to build their thinking and experiment with a variety approaches. I agree that in Math classes we should be incorporating more Rich tasks and not simple formula memorization. Rich tasks can be of great use in introducing a class to new concepts, of even practicing concepts they have already learned. However we must remember that rich tasks should not be the only type of math we use in the class. Students will still need time to practice certain skills like multiplication, so that they can improve on their abilities. We also should allow for the involvement of inquiry tasks. But yes I completely agree with you that they should have more of a role in many modern classrooms. Great Post!
Paddy