pathway. They must check the reasonableness of their considerations. solution, continually asking themselves, this make Students must “Does sense?” identify measurements and This task involves quantitative relationships. It requires that lengths for the design students make sense of quantities and their relationships in project. They use both MP.2 Reason abstractly the problem situation. They must attend to the meaning of the abstract reasoning 3 and quantitatively quantities and pay attention to units as they represent the and quantitative quantities and measures in a table and then translate in a calculations. report to the client. MP.3 Construct viable Students are required to justify conclusions. There is no arguments and critique the requirement to critique the reasoning of others 2 reasoning of others This task is an application from everyday life requiring that the student create a geometric representation that can MP.4 Model with replace the situation described in the prompt. Students must 3 mathematics identify important quantities in the practical situation and use them to answer the questions posed. Students are required to explain their decisions and assumptions. Students must use the appropriate tools for measurement, MP.5 Use appropriate tools 3 design, and the creation of the physical model. strategically This task requires that students communicate precisely, organizing their information, as they show their mathematical thinking. MP.6 Attend to precision 3 Task-to-Common Core State Standards Alignment Recording Sheet
pathway. They must check the reasonableness of their solution, continually asking themselves, “Does this make sense?” considerations. Students must identify measurements and lengths for the design project. They use both abstract reasoning and quantitative calculations. MP.2 Reason abstractly and quantitatively 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 in a table and then translate in a report to the client. MP.3 Construct viable arguments and critique the reasoning of others 2 Students are required to justify conclusions. There is no requirement to critique the reasoning of others MP.4 Model with mathematics 3 This task is an application from everyday life requiring that the student create a geometric representation that can replace the situation described in the prompt. Students must identify important quantities in the practical situation and use them to answer the questions posed. Students are required to explain their decisions and assumptions. MP.5 Use appropriate tools strategically 3 Students must use the appropriate tools for measurement, design, and the creation of the physical model. MP.6 Attend to precision 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
CCSS-CTE-Task-Stairway-FINAL.docx