Algebra I 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 *

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.

(Numbered standards are in parentheses. Those with an *asterisk denote standards that will be assessed on more than one end-of-course PARCC assessment.)

Cluster Emphases *

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

N-RN - Use properties of rational and irrational numbers. (3)

*N-Q - Reason quantitatively and use units to solve problems. (1, *2, 3)

**A-SSE - Interpret the structure of expressions. (1, *2)

*A-SSE - Write expressions in equivalent forms to solve problems. (*3)

**A-APR - Perform arithmetic operations on polynomials. (1)

**A-APR - Understand the relationship between zeros and factors of polynomials. (*3)

**A-CED - Create equations that describe numbers of relations. (*1, 2, 3, 4)

**A-REI - Understand solving equations as a process of reasoning and explain the reasoning. (*1)

**A-REI - Solve equations and inequalities in one variable. (3, *4)

**A-REI - Solve systems of equations. (5, *6)

**A-REI - Represent and solve equations and inequalities graphically. (10, *11, 12)

**F-IF - Understand the concept of a function and use function notation. (1, 2, *3)

**F-IF - Interpret functions taht arise in applications in terms of the context. (*4, 5, *6)

*F.IF - Analyze functions using different representations. (*7, *8, *9)

*F-BF - Build a function that models a relationship between two quantities. (*1)

*F-BF - Build new functions from existing functions. (*3)

*F-LE - Construct and compare linear, quadratic and exponentioal models and solve problems. (1, *2, 3)

*F-LE - Interpret expressions for functions in terms of the situation they model. (*5)

S-ID - Summarize, represent, and interpret data on a single count or measurement variable. (1, 2, 3, 4)

*S-ID - Summarize, represent, and interpret data on two categorical and quantitative variables. (5, 6)

**S-ID - Interpet linear models. (7, 8, 9)

Required

If possible, cite the specific standards (e.g. G.MG.3) that this resource addresses:

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

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.

MATHEMATICS IN THIS TASK THAT APPLIES TO ALGEBRA I: *

How could this resource be adapted specifically to Grade 8 work? *

How could this be adapted specifically to Geometry/Algebra II work? *

Additional ideas to consider with this task include:

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