For this task students analyze givens, constraints, relationships, and goals. They must make conjectures about MP.1 Make sense of the form and meaning of the solution and plan a solution problems and persevere in N/A 3 pathway. They must check the reasonableness of their solving them. solution, continually asking themselves, this make This is a multi-stage “Does sense?” problem with real life applications and This task involves quantitative relationships. It requires that considerations. students make sense of quantities and their relationships in MP.2 Reason abstractly and Students must identify SHEDS the problem situation. They must attend to the meaning of N/A 3 quantitatively. costs and possible the quantities and pay attention to units as they represent profits for the project. the quantities and measures. They use both abstract reasoning MP.3 Construct viable Students are required to justify their conclusions. There is and quantitative arguments and critique the no requirement to critique the reasoning of others N/A 2 STORAGE calculations. reasoning of others. This task requires that students communicate precisely, MP.6 Attend to precision. organizing their information, as they show their N/A 3 mathematical thinking. Task-to-Common Core State Standards Alignment Recording Sheet Task Comments Alignment Comments (Strengths, Task Aligned CCSS C P (Standards selection, partial alignments, reasons for weaknesses, possible Name Content Standards rating, etc.) improvements, effectiveness, etc.) Students must determine the total amount N.Q.3 Choose a level of accuracy appropriate to needed for the trip and the number of sheds. The limitations on measurement when reporting first requires rounding up for an emergency 3 3 quantities. fund and the second must be a whole number of SHEDS sheds.
STORAGE SHEDS MP.1 Make sense of problems and persevere in solving them. N/A 3 For this task students analyze givens, constraints, relationships, and goals. They must make conjectures about the form and meaning of the solution and plan a solution pathway. They must check the reasonableness of their solution, continually asking themselves, “Does this make sense?” This is a multi-stage problem with real life applications and considerations. Students must identify costs and possible profits for the project. They use both abstract reasoning and quantitative calculations. MP.2 Reason abstractly and quantitatively. N/A 3 This task involves quantitative relationships. It requires that students make sense of quantities and their relationships in the problem situation. They must attend to the meaning of the quantities and pay attention to units as they represent the quantities and measures. MP.3 Construct viable arguments and critique the reasoning of others. N/A 2 Students are required to justify their conclusions. There is no requirement to critique the reasoning of others MP.6 Attend to precision. N/A 3 This task requires that students communicate precisely, organizing their information, as they show their mathematical thinking. Task-to-Common Core State Standards Alignment Recording Sheet Task Name Aligned CCSS Content Standards C P Alignment Comments (Standards selection, partial alignments, reasons for rating, etc.) Task Comments (Strengths, weaknesses, possible improvements, effectiveness, etc.) SHEDS N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 3 3 Students must determine the total amount needed for the trip and the number of sheds. The first requires rounding up for an emergency fund and the second must be a whole number of sheds.