1 / 11

Mathematics Stimulus Considerations

Mathematics Stimulus Considerations . Stimulus Materials Module Overview. Define the purpose of stimuli Identify types of stimuli Apply general guidelines to creat e stimuli. Different Parts of an Item. STEM The question to which the student must respond. STIMULUS

deron
Download Presentation

Mathematics Stimulus Considerations

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Mathematics Stimulus Considerations

  2. Stimulus MaterialsModule Overview • Define the purpose of stimuli • Identify types of stimuli • Apply general guidelines to createstimuli

  3. Different Parts of an Item STEM The question to which the student must respond. STIMULUS The text, source, and or graphic aboutwhich the item is written. OPTIONS The possible answers from which thestudent must select.

  4. Examples of Stimuli • Which of the numbers is • A factor of 100. • A multiple of 5. • 4 • 40 • 50 • 500 The table below shows the number of students in each third-grade class at Lincoln School. Students in the Third-Grade There are 105 fourth-grade students at Lincoln School. How many more fourth-grade students than third grade students are at Lincoln School? Show your work or explain how you know.

  5. Given: (x + 4)2 – (x – 2) (x + 4) Select all the expressions below that are equivalent to the given expression. 24 2(x + 4) –2(x – 12) 6(x + 4) (x + 4) – (x – 2) (x + 4) [(x + 4) – (x – 2)] STIMULUS STEM OPTIONS

  6. Which of the following equations have the equivalent to zeros? (Select all that apply.) STEM OPTIONS

  7. Appropriate Presentation • Only use necessary graphics • Formatting techniques can be used to present important information

  8. John traced a shape that has exactly four sides, exactly two right angles, and exactly two sides that are the same length. Which one of the following shapes could John have traced? hexagon kite rhombus trapezoid • John traced a shape that has • exactly four sides, • exactly two right angles, and • exactly two sides that are the same length. • Which one of the following shapes could John have traced? • hexagon • kite • rhombus • trapezoid Example A Example B

  9. Contexts • Familiar and meaningful to the mathematics • Appropriate to the grade level • Useappropriate vocabulary • Use reliablesources

  10. Examples of Metadata • Unique Identification Number • Factual/Non-factual • Fact Checked • Linked to other stimuli • Links to related stimuli

  11. Summary • Types of stimuli • Appropriate content and vocabulary • Metadata

More Related