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Trent Olesen, Mahera Sherzai, Samantha Matheson, Courtney Hogan, Britt Cupples
Performance Task 2
Specific Outcomes: 2
Criteria - Brainstorm: 2
Sort & Categorize: 2
Cookies Galore! 8
Performance Task
Grade 5 Mathematics
Team 2: Mahera Sherzai, Samantha Matheson, Britt Cupples, Trent Olesen, Courtney Hogan
Specific Outcomes:
2. Use estimation strategies in problem-solving contexts.
• front-end rounding
• compensation
• compatible numbers in problem-solving contexts
Criteria - Brainstorm
Demonstrate, Apply, Use
Compare Apply/Use
Order Practice
Recognize Manipulate
Sort/Categorize Exercise
Criteria 1:
Calculates increased recipe measurements by first using mental math and estimation
strategies, communicated through graphic organizer and reflection.
Students will use the graphic organizer to record their estimation strategies. One side of the
graphic organizer will be included in the summative assessment (Initial Measurement, Adapted
Measurement + Mathematical Process, Order You Ingredients) and the other side (Estimating)
will be used as the formative tool.
The students will engage their mental mathematics and estimation strategies here before
moving onto the other side of the graphic organizer, included in the summative assessment.
This is an opportunity to check for understanding (peer and peer) and for the student to use
their reasoning and problem-solving skills in a low-stakes environment.
Students will use this formative assessment tool as a peer coaching exercise:
Indicate your level of understanding on the continuum based on the explanation provided by the
students you are coaching.
Student Coach
After students have provided feedback to one another and had the opportunity to reflect,
students will hand in the peer coaching sheet and graphic organizer for the teacher to review
and assess the students understanding of the task.
Criteria 2:
Compare fractions of ingredients with like and unlike denominators by accurately ordering
measurements.
After students have determined how to order the ingredients on their graphic organizer, they will
pair up to discuss the formative tool questions. Students will use this formative assessment tool
as a peer coaching exercise:
Find a classmate to help you practice. One person will ask the questions below and the other
person will answer them.
Criteria
After choosing your recipe, you will record the measurements required to make
your cookies in the graphic organizer that you have been given under the Initial
Measurement category.
Then on the flip side of your graphic organizer, you will record your Estimating.
Include your mathematical process, notes, and any strategies you used.
Our problem is that your recipe can only make enough cookies for 24 students but
you will have to feed all 168 Grade 5 students. So instead of making this recipe 24
cookies at a time, to save yourself time in the kitchen you will have to make your
recipe bigger so that you can make all of the cookies at once. Under the Adapted
Measurement category in your graphic organizer you will write your new, bigger
measurement for each ingredient. Once you have adapted your recipe to feed 168
students, Order Your Ingredients and provide a brief rationale justifying the order
that you recorded them in.
Finally, discuss your process with a partner and write a reflection of these answers:
Why did you choose this recipe?
What estimation or mental math strategies did you use to begin this task?
How many times would you have baked the cookies if not for increasing
your recipe?
What was the trickiest measurement to convert?
If you did this again, would you have chosen a different recipe?
Why did you order your ingredients the way you did?