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FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task can be implemented individually, with small groups, or with the whole class.
 The teacher asks the student to complete the problems on The Root of the Problem worksheet.
 The teacher asks followup questions, as needed.
Note: Do not allow the student to use a calculator on this task.
TASK RUBRIC
Getting Started 
Misconception/Error The student interprets the square root and cube root symbols as indicating division. 
Examples of Student Work at this Level The student divides by two to find square roots.
The student divides by three to find cube roots.

Questions Eliciting Thinking What does it mean to square a number? Can you tell me what equals?
What does it mean to take a square root? Can you tell me how you would evaluate ?
What does it mean to cube a number? Can you tell me what equals?
What does it mean to take a cube root? Can you tell me how you would evaluate . 
Instructional Implications Provide direct instruction on evaluating squares, square roots, cubes, and cube roots. Emphasize the inverse relationship between squares and square roots and between cubes and cube roots. Use square root and cube root symbols and be sure the student understands the distinction between evaluating square roots and cube roots and dividing. Provide additional practice with evaluating square roots and cube roots. Encourage the student to gain a ready familiarity with square roots and cube roots of small perfect squares and perfect cubes. 
Making Progress 
Misconception/Error The student misinterprets the cube root symbol. 
Examples of Student Work at this Level The student correctly evaluates square roots but:
 Divides 512 by three to find the cube root of 512.
 Cubes 512 rather than takes its cube root.

Questions Eliciting Thinking What does mean?
What does it mean to cube a number? Can you tell me what equals?
What does it mean to take a cube root? Can you tell me how you would evaluate ? 
Instructional Implications Draw upon the student’s understanding of square roots to help him or her understand cube roots. Provide direct instruction on evaluating cubes and cube roots. Emphasize the inverse relationship between cubes and cube roots. Use the cube root symbol and be sure the student understands the distinction between evaluating cube roots and dividing. Provide additional practice with evaluating cube roots. Encourage the student to gain a ready familiarity with cube roots of small perfect cubes.
Consider implementing the MFAS task Dimensions Needed (8.EE.1.2). 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level The student can correctly evaluate square roots and cube roots without a calculator.

Questions Eliciting Thinking Does represent both 8 and 8? Why or why not?
Does represent both 2 and 2? Why or why not?
What do you think equals? 
Instructional Implications Challenge the student to evaluate more complex expressions involving square roots and cube roots (e.g., ).
Explain what it means for a number to be a perfect square or a perfect cube. Challenge the student to find numbers that are perfect squares but not perfect cubes, perfect cubes but not perfect squares, and both perfect squares and perfect cubes. 
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
 The Root of the Problem worksheet
SOURCE AND ACCESS INFORMATION
Contributed by:
MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.