Grade 5 Rich Task Processing Template

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Title of Rich Task: *

Source/Description *

Paste the URL link, or type the task question. If typing, be sure to give credit to the origin of the task (self-created, website, book, etc.).

Submitted by: *

Type your name here.

District/Organization *

Standards for Mathematical Practice Alignment:

PARCC Assessments will measure not only content, but the SMP as well. Not all SMP are addressed in every task/lesson. Which SMP does this task address? Check all that apply.

SMP Alignment *

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Required

CCSS-M Content Alignment: Cluster Emphases

Not all clusters require equal emphasis of instructional time. Which cluster(s) does this task address? (Key: **Major Cluster; *Cluster; Additional Cluster)

Individual standards are not included here as to encourage an integrated vs. "checklist" interpretation of the mathematics involved at each grade level.

Cluster Emphases *

Choose related cluster(s). Note its instructional emphasis.

Write and interpret numerical expressions. (OA)

Analyze patterns and relationships. (OA)

**Understand the place value system. (NBT)

**Perform operations with multi-digit whole numbers and with decimals to hundredths. (NBT)

**Use equivalent fractions as a strategy to add and subtract fractions. (NF)

**Apply and extend previous understandings of multiplication and division to multiply and divide fractions. (NF)

*Convert like measurement units within a given measurement system. (MD)

*Represent and interpret data. (MD)

**Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. (MD)

Graph points on the coordinate plane to solve real-world and mathematical problems. (G)

Classify two-dimensional figures into categories based on their properties. (G)

Required

CCSS-M Content Alignment: Opportunities for In-Depth Focus

PARCC highlights opportunities for in-depth focus of individual standards taht "play an important role at each grade." Does this task address any of these opportunities?

Opportunities for In-Depth Focus

Check all that apply.

(5.NBT.1) Extend place value understanding to include decimals, relating it to base-ten unit fraction understandings and skills.

(5.NBT.6) Use strategies based on place value and distributive property to estimate and find whole number quotients with up to 4-digit dividends and 2-digit divisors using equations, rectangular arrays, area models.

(5.NF.2) Solve word problems involving +/− of fractions with unlike denominators, using understandings of fraction equivalence (a/b = n∙a/n∙b) and benchmark fractions to estimate mentally and assess reasonable of answer.

(5.NF.4) Multiply fraction or whole number by a fraction using whole number multiplication understanding, connection to fractions and division, and familiar fraction strips, number lines and/or rectangular area models.

(5.MD.5) Solve problems involving volume, understanding it as an attribute of a solid figure and as a measurement quantity.

Assessing the Standards for Mathematical Practice

Students will be expected to demonstrate proficiency of the SMP on future assessments. Describe the ways in which this task engages students with specific mathematical practices. Include specific examples of student engagement. (What are students doing and saying during this task?)

SMP Evidence/Description *

Be sure to precede each description with the corresponding SMP that you selected for this task.

Connecting to the Content Standards

Rich tasks have mathematical stretch, making them useful across several grade levels. It is important, however, to note the mathematics that aligns this task to appropriate grade level work. This is best understood by also describing how this task could be adapted to the mathematics in the grade level prior and after.

GRADE 5 MATHEMATICS IN THIS TASK: *

How could this be adapted specifically to grade 4 work? *

How could this be adapted to grade 6 work? *

Additional ideas to consider with this task include:

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