MD Task 3b Domain Measurement and Data Cluster Measure and estimate lengths in standard units Standard(s) 2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Materials SF, Pencil, ruler Task Provide materials to the student. Say: Anthony the Ant took this path to get to food (point to path at top of page). How many inches do you think Anthony the Ant will need to crawl? Write your estimate. Caleb the Caterpillar took this path to get to food (point to path at top of page). How many inches do you think Caleb the Caterpillar will need to crawl. Write your estimate. Measure both paths with a ruler. How many inches did Anthony the Ant take? Write your measurement. How many inches did Caleb the Caterpillar take? Write your measurement. How many more inches did Caleb the Caterpillar crawl than Anthony the Ant? Use numbers, pictures, or words to show your thinking. Continuum of Understanding Developing Understanding Makes estimates, but one or both are extreme (e.g., 30 inches for one path). Inaccurately measures one or both paths. Accurately measures both paths, but incorrectly determines how much longer one path is than another. Uses the ruler correctly, lining up the end of the path with the zero point on the ruler. Solved “How Many More” by: Counting up Counting back Basic fact Other Complete Understanding Estimates are reasonable. Accurately measures both paths. Correctly determines how much longer one path is than another. Standards for Mathematical Practice 1. Makes sense and perseveres in solving problems. 2. Reasons abstractly and quantitatively. 3. Constructs viable arguments and critiques the reasoning of others. 4. Models with mathematics. 5. Uses appropriate tools strategically. 6. Attends to precision. 7. Looks for and makes use of structure. 8. Looks for and expresses regularity in repeated reasoning.
MD Task 10b Domain Measurement and Data Cluster Represent and interpret data. Standard(s) 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. Materials SF, pencil Task Provide materials to the student. Read the problem to the student: Look at the table below. Mr. Miller’s class made a survey of their favorite pizza topping. Use the data from the survey to create a bar graph. How many students are in the class? Which pizza topping is the most favorite? Which pizza topping is the least favorite? How many more students like pepperoni than mushroom? The students from Mr. Miller’s class used the survey to help order pizza for lunch. The pizza shop was out of sausage. So, the students who liked sausage decided to get pepperoni instead. How many students had pepperoni on their pizza? Continuum of Understanding Developing Understanding Transfers the survey data to a bar graph. Incorrectly labels the bar graph. Answers one or more questions incorrectly. Solutions: 24 students in class. Cheese is most favorite. Sausage is least favorite. 6 more students like pepperoni than mushroom. 11 students had pepperoni. Complete Understanding Represents all survey information on a bar graph. Creates a title and labels each category of the bar graph. Answers each question about the data correctly. Standards for Mathematical Practice 1. Makes sense and perseveres in solving problems. 2. Reasons abstractly and quantitatively. 3. Constructs viable arguments and critiques the reasoning of others. 4. Models with mathematics. 5. Uses appropriate tools strategically. 6. Attends to precision. 7. Looks for and makes use of structure. 8. Looks for and expresses regularity in repeated reasoning.