# Applying and Problem-solving

Measuring - I wonder

The purpose of this activity is to engage students in working mathematically. Students notice mathematics in their everyday environment and consider “I Wonder” problems in big-picture ways. It is anticipated that this will develop metacognition as learners apply their mathematical knowledge to their chosen scenario, and draw on known learning strategies to evaluate the possible outcomes or solutions to the problem.

Students further discover that the goal is not to be "finished first," but to discover multiple strategies for tackling a problem that they have posed.

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“I Wonder” questions can target all areas of mathematics. For assessment purposes, there is an Analytic Rubric below that you can use when evaluating students’ work.

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In this example, students have posed problems that require an understanding of Measuring. Samples of students’ work are used to showcase what learning might look like at specific milestones along a progression continuum.

## Progression Continua

### Element

Applying and problem-solving

### i

The learner

Calculates measurements

with increasing accuracy in

purposeful contexts.

### j

### The learner

Applies formulae in a meaningful

way to solve problems efficiently.

04.

### j

### The learner

Solves problems of increasing

complexity involving the interpretation, calculation and

presentation of measurements.

## Grading Rubric - What learners can typically do

### Element

Applying and problem-solving

### i

The learner

Students pose a problem that can be solved directly. This involves using a measuring tool to find the height of one step and scaling up for the entire staircase. This may also require students to rename units of measurement.

How tall are the steps?

### j

### The learner

Students pose a more open Fermi problem. This involves making an estimate rather than an exact calculation of how much water is released from the water fountain per day.

How much ml does this release a day?

04.

### j

### The learner

Students pose a problem that involves mathematical modeling. This involves describing the problem-context and determining a meaningful solution to the problem.

Estimate how much power this produce?