Task Description: Students are asked to demonstrate the different possible combinations when placing 6 books on 2 shelves. Books on Shelves is the culminating task in a multi-week unit focused on operations and algebraic thinking. Students demonstrate mastery by completing the Books on Shelves task in one class period.

Task Description: The mathematics of the task involves understanding the meaning of base ten and using that understanding to compare the magnitude of numbers. The number line is used as a tool to help articulate understanding of base ten. The mathematics of the unit involves understanding the meaning of base ten and using that understanding to solve number and real life problems. The number line is used as a tool to help articulate understanding of base ten and to solve problems using addition and subtraction of numbers less than one hundred. The focus is on the big idea of going around groups of ten. Strategies will involve applying number properties including distributive, associative, and commutative.

Task Description: This task asks students to visualize geometric shapes, identify plane figures and their attributes, prove triangles are congruent, determine the area of quadrilaterals, make geometric conjectures and justify geometric arguments. This 3-4 week unit uses an investigation of rigid motions and geometric theorems to teach students how to verify congruence of plane figures and use the implications of congruence to solve problems and create proofs about geometric relationships. Students will demonstrate mastery of the content by making sense of the Company Logo Performance Task and persevering in solving the task.

Task Description: The tasks in the unit access the full range of Depth of Knowledge, including Recalling and Recognizing, Using Procedures, Explaining, Concluding and Making Connections, Extensions and Justifying. This packet contains a curriculum-embedded CCLS aligned task and instructional supports. The task is embedded in a 4-5 week unit on interpreting and linking representations, modeling situations, solving non-routine problems and justifying arguments of multiplication and division.

This unit builds directly from prior work on proportional reasoning in 6th and 7th grades, and extends the ideas more formally into the realm of algebra. Task Description: This sequence of tasks ask students to demonstrate and effectively communicate their mathematical understanding of ratios and proportional relationships, with a focus on expressions and equations. Their strategies and executions should meet the content, thinking processes and qualitative demands of the tasks.

Task Description: Students use fractional parts of a whole, properties of shapes, congruency, and computation using fractions and money to determine the fair value and total worth of eight fields. This approximately 4-week unit centers around understanding fractional parts of a whole and using fractions and mixed numbers to solve problems.

Task Description: Students explore the concept of addition and subtraction combining and dividing seeds in a pot. Students pretend to be busy gardeners, adding seeds to the pot to plant and grow, or hungry birds, swooping down from high above to subtract seeds from the pot to eat. Students will explore plants, including their attributes and growth cycle, over the course of one month or longer. This interdisciplinary unit on plants consists of 4 sequence learning plans. Each activity or learning plan works best with a small group of 4-5 students, in centers, over the course of one week. Duration of student engagement in tasks will vary, but the recommendation for each activity is 20 minutes or less. This Common Core-aligned task for mathematics is to be used in correlation with the Common Core-aligned task for literacy, Plants Are All Around Us.

Task Description: This task allows students to demonstrate their understanding of place value. Throughout the task they are required to use operations to solve problems, understand and apply properties of numbers, and compose and decompose numbers in flexible ways. This packet contains a curriculum-embedded CCLS aligned task and instructional supports. The task is embedded in a 2-3 week unit on Number and Operations in Base 10. The mathematics of the unit involves understanding the meaning of base ten and using that understanding to solve number and real life problems. Students will use a variety of tools to help articulate understanding of base ten and to solve problems using addition and subtraction of numbers less than 10, less than 20 and on to less than 100.

Task Description: This task is embedded in a 3-4 week unit that focuses on identifying and using unit rates. It also develops students understanding of proportional relationships represented in equations and graphs. Students use proportional relationships to solve multi-step ratio and percent problemsThis task consists of five extended-response questions related to proportional reasoning. The short response and extended-response questions require students to write an appropriate response.

Task Description: This 4-5 week unit focuses on developing an understanding of ratio concepts and using ratio reasoning to solve problems. This sequence of tasks asks students to demonstrate and effectively communicate their mathematical understanding of ratios and proportional relationships. Their strategies and executions should meet the content, thinking processes and qualitative demands of the tasks.

Task Description: In this unit students will develop and expand the concept of rational numbers by using several interpretations and different types of physical models. Students use fractional parts of a whole, addition and subtraction of fractions, and comparison, to determine if two boys eat the same amount or a different amount of pizza pieces.

Task Description: The tasks in the unit access the full range of Depth of Knowledge including Recalling and Recognizing, Using Procedures, Explaining and Concluding and Making Connections, Extensions. This packet contains a curriculum-embedded CCLS aligned task and instructional supports. The task is embedded in a 4-5 week unit on Reasoning with Equations and Inequalities.

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning – and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning – and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning – and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning – and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning – and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning – and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning – and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.