Module 5: Task Sorting Activity

Created by: Bao-Quyen Vu

Task A

Task E

Give the value of the 2 in each of the numbers

below. Explain your reasoning.

Find the product of each set of numbers using an

array model like the one shown.

1.
2.
3.
4.

3,245
0.02
592
5.299

1. 235 x 65 =
2. 54 x 97 =
3. 450 x 123 =

Task B

Task F

Which juice is juicier? Justify your answer

Bob ran 7.51 miles on Monday. He ran 8.459 miles

on Tuesday. Today he ran 11.6 miles. What is the
total distance that Bob ran?

Mix A: 5 cups of water, 2 cups of concentrate

Mix B: 6 cups of water, 3 cups of concentrate

Task C

Task G

Which of the following equations correctly illustrates Petes grades on his last report card are shown
the identity property of multiplication? Select all
below. Find Petes GPA by calculating the mean of
that apply.
his grades.
1.
2.
3.
4.

3x1=3
1 + 10 = 11
A+0=A
12b x 1 = 12b

Task D
Susan was asked to find the area of the figure below.
She calculates her answer by multiplying 5 x 8 and
claims that the area is 40 square units.

English: A 4.0
Science: C 2.0
Math: C 2.0
P.E.:
B 3.0
History: D 1.0
Art:
B 3.0
Task H
Use the linking cubes to answer each question. Draw
a picture of your model and explain your reasoning.
3

1. Use the model below to help Susan understand

the error in her reasoning.
2. Explain to Susan how to correctly find the area of
the figure. Justify your reasoning.

How many 4s are in 6 wholes?

How many 3s are in 4 wholes?

Answer Key

Task A

Task E

Memorization
This task only requires students to recall the
different place values. There are no procedures
involved and it only has one definite answer for each
question.

Procedures with connections

This task involves students solving the multiplication
problems by following a procedure. However, the
task helps to connect their understanding of
multiplication of multi-digit numbers as the sum of
the parts of each number in the problem.

Task B

Task F

Doing mathematics
In this task, there is no set procedure or formula for
how to solve the problem. It can be tackled in a
variety of ways.

Procedures without connections

The task requires students to know the steps for
adding decimals. However, the task does not help
students to understand the reason for the algorithm,
why we have to line up the decimals when adding.

Task C

Task G

Memorization
This task only requires students to remember the
identity property of multiplication to answer it
correctly. There are no procedures involved and it
only has one definite answer.

Procedures without connections

This task requires students to know the steps for
finding an average/mean but does not help students
to understand why the steps are performed or what
an average means.

Task D

Task H

Procedures with connections

This task focuses on a procedure for finding the area
of a triangle but forces students to consider their
method by connecting it to the concept of area as
meaning the number of square units in any shape.

Procedures with connections

This task focuses on a procedure for finding the
number of fractional parts in a whole but connects
to procedure to meaning. Students are required to
look at fractional relationships, how a denominator,
numerator, and whole are illustrated in relation to
their model.