# Math Portal: Performance Tasks

Performance Tasks for Algebraic Thinking for K- 5 This section contains a number of questions for students to answer. The tasks also contain the specific Sunshine State Standards being used. These tasks were originally developed as part of a DOE supported project, Algebraic Thinking for K-5, directed by Dr. Michael Hynes at the University of Central Florida. Introduction Lizards and Snakes: working with logic Pocket Count: analyzing graphs Quilting Pattern: determining patterns on a quilt Seating Problem: arranging seats at a table according to a pattern Seal Problem: deciding how much a cube and a cone weigh Stairs: building sets of stairs, creating patterns with stairs Performance Tasks for Elementary Mathematics for Grade 5 In this section, objectives are provided to achieve a mathematical goal. Elementary Mathematics Performance Tasks Overview: what are performance tasks and how can they be scored? These resources can be viewed in two ways.

Related:  Summer Math Academy 2014

Mathematics K-5 · CCGPS Mathematics Grades K-5 · CCGPS Mathematics Glossary Third grade teachers working on unit revisions at GaDOE (June 2013) NOYCE FOUNDATION: Math - Resources Most of the coaching and performance assessment materials listed here are available in a more user-friendly format on the Inside Mathematics website. We encourage you to visit the tools on Inside Mathematics and contact us if you have any questions. Pedagogical Content Coaching Core Ideas, Grades K-10 Math Teaching Rubric

CSU NGSS community: Science and Literacy Learning Web Resources in STEM Education-Examples Created by CSU Faculty Dr. Ivan Cheng, Department of Secondary Education, CSU Northridge Standards for Mathematical Practice "Does this make sense?" Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt.

Performance-Based Assessments in Mathematics - The Grapevine Network Ten schools in our Network were involved in the Elementary School Performance-Based Assessment Pilot in Mathematics during the 2010-2011 school year with the Center for Assessment and Exemplars, Inc. Participants constructed resources centered on performance assessments and tasks aligned to the Common Core State Standards in Mathematics during this year-long pilot. Below you will find both general and grade-specific resources which can be used by all, regardless of whether you participated in the pilot. If your school is new to this work and you would like to try the tasks out with your students please read the Introduction to Standards-Based Assessment and Instruction, attached below.

Mr Kraft's Wikispace - Mr Kraft's Three Acts This is my attempt to build on the work of Dan Meyer, probably most well known for his TED presentation. You can also check out his blog and his 101 questions website to find similarly intriguing photos/videos. I also like Andrew Stadel's work which you can find here. Click on the box to access each lesson. The following are tasks that I started, but I'm not crazy about them.

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Mathalicious The Waiting Game How many people should you date before you settle down? Students use modeling with probability distributions to come up with a rule to try to maximize their relationship happiness. Topic: Conditional Probability and the Rules of Probability (CP), Making Inferences and Justifying Conclusions (IC) The Reel Deal How has the length of popular movies changed over time? Big Ideas » Erikson Institute Early Math Collaborative Opportunities to combine, rotate, and compare shapes will help children develop understanding of part-whole relationships within and among shapes (as when two identical right triangles are combined to make a rectangle). © Erikson Institute’s Early Math Collaborative. Reprinted from Big Ideas of Early Mathematics: What Teachers of Young Children Need to Know (2014), Pearson Education. As they explore three-dimensional solids, children will discover for themselves that the faces (or sides) of these solids look like circles, rectangles, triangles and other common two-dimensional shapes. © Erikson Institute’s Early Math Collaborative. Reprinted from Big Ideas of Early Mathematics: What Teachers of Young Children Need to Know (2014), Pearson Education. Children need to go beyond the use of superficial shape labels to recognizing and specifying the defining attributes of shapes. Learning how to hold a spatial representation in the “mind’s eye” can be challenging for young learners.

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