Delta Secondary School
Mathematics
Samples of Diagnostic Tools Used – MFM1P
B
EXIT CARDS INSTRUCTIONS:
• Students received the cards at the end of class.
• They had 5 minutes to complete the card and they had to hand it in before they left.
• For the cards, questions can be posted on the board and have them copy it down, or printed off
and cut out for each student.
Measurement
Name:
Determine the volume of the cylinder:
V = π r2 h
6 cm
10 cm
Algebra
Name:
Solve the following equation. Show all steps.
5x + = 3x — 10
Ratios and Proportions
Name:
(a) Give a real life example of a ratio.
(b) Show an equivalent ratio to the one you gave above.
Secondary DI Project Example, 2009
B1
Delta Secondary School
Mathematics
B
Sample Questions used in the Communication Diagnostic
Grade 9 Math MFM 1P – Ratios and Proportions
Differentiated Instructions:
• Using open ended questions to help students at all levels of readiness to determine what students
know- Prior Knowledge.
• DI Process assesses students understanding in a different way than classic paper and pencil tests.
• Strategy encourages “math talk” process in the classroom.
Format:
• The communication “test” is set up with students in groups of 3 or 4.
• The groups work best if they are mixed ability.
• Each student is given their own question to work on.
• Questions are differentiated based on student readiness or learning style. For example, some
questions had more scaffolding, other questions incorporated a diagram, and some were very
abstract.
• Students were responsible for understanding the question and determining the solution. They were
not required to write anything down, but they did have to explain their solution to the teacher.
• In addition to their individual student question, each group received a group problem to solve.
• Each group separately explained their individual questions and group answers to the teacher.
Secondary DI Project Example, 2009
B2
Delta Secondary School
Mathematics
B
Individual and Group Questions used in the
Communication Diagnostic
Grade 9 MATH MFM 1P1 – Ratios and Proportions:
June and Megan make grape punch for
a party. June uses grape concentrate and
ginger ale in the ratio 3:2. Megan uses
grape concentrate and ginger ale in the
ratio 8:5.
Beakers of pink and clear liquids are
combined.
(a) Which set produces the pinker liquid,
row 1 or 2? Explain.
(a) Which punch has the stronger grape
taste? Explain.
(b) What OTHER factors would affect the
strength of the grape taste?
(b) Using row 2, draw a set of beakers
with pink and clear liquid that would
produce the same shade of pink when
combined.
To make green paint, 3 parts yellow paint
is mixed with 2 parts blue paint. Janis has
12L of blue paint.
Cereal comes in 3 sizes.
(a) Which box is the best buy? Explain.
(a) How much yellow paint does she
need? Explain.
(b) Why would most people not mix their
own paint at home?
500 g for
$2.99
650 g for
$3.69
800 g for
$4.29
(b) How much do you think it would cost
for a 350 g box of cereal?
(c) What are some examples of times when
you would not purchase the ‘best buy’?
Secondary DI Project Example, 2009
B3
Delta Secondary School
Mathematics
B
Joanna works for 4 days and earns $224.
At this rate:
(a) How much does she earn in 1 day?
(b) How much does she earn in 11 days?
(c) If Joanna spends as much as YOU do
per week, when could she afford to buy
a $500 snowboard?
A car travels 96 km on 8 L of gasoline.
(a) How far will the car travel on 25 L of
gas?
(b) How much gas is needed to travel 120
km?
(c) Is it possible for this car to be red?
Group Problem used in the Group Communication Test – Ratios and Proportions:
Use pattern blocks to create this:
Each block in the design has a value that is proportional to its area.
The yellow hexagon is worth $3.
(a) What is the value of the entire design?
Explain your full solution.
(b) Create a design with the pattern blocks that costs between
$5 and $6.
(c) How many different designs could you createthat cost between
$5 and $6?
Secondary DI Project Example, 2009
B4