Task

LowLevel
Task

HighLevel
Task

Explanation

This task is high level because it asks the student to solve the
problem after it has been related to a real-life situation. It requires
the student to access previous experiences in working through the
problem.

This task is high level because it requires students to write out a

number sentence and use pictures or words to explain their
solving of the problem. It is represented in multiple ways to help
students develop a deeper meaning of the mathematical concepts
represented.

This is a high level task because of the complex thinking involved

in answering the two questions. The problems are already solved,
but asking the student to explain the answers requires them to
analyze the problem more based on their access to relevant
knowledge and experiences.

This task is high level and specifically procedures with

connections. The student has to solve the problem in two different
requiring some cognitive effort and more in depth thinking. The
students will have to be able to provide two conceptual ideas that
correspond to the task.

This task is low level because it is standard algorithm. The student

has to recall previous knowledge and the directions are clear and
directly stated.

This task is a little more difficult than task E because of the second
step the student must take to find the answer. However, the
answer still relies on memorization of facts and does not make any
connections to other concepts.

This task is low level because it is algorithmic. The use of a

procedure either is specifically called for or is evident from prior
instruction and/or experiences. Also, the goal is to produce the
correct answer.

This task is low-level because it is requires limited cognitive

demand for successful completion. Little ambiguity exists about
what to be done and how to do it.

This task is a high-level task because it can be represented in

multiple ways, including the use of manipulative materials,
diagrams, and symbols. It also requires students to explore and
understand the nature of mathematical concepts, processes, or
relationships.

This task is a high-level task because it focus students' attention

on the use of procedures for the purpose of developing deeper
levels of understanding of mathematical concepts and ideas.
This task is low-level because it is algorithmic. Use of the
procedure either is specifically called for or is evident from prior
instruction, experience, or placement of the task.

This task is a high-level task because it can be represented in

multiple ways, such as visual diagrams, manipulatives, symbols,
and problem situations. Making connections among multiple
representations helps develop meaning