Spanish 3 5 Sample Math Task. Marco para un tablón de anuncios

Transcripción

1 Spanish 3 5 Sample Math Task Marco para un tablón de anuncios Necesito tu ayuda. Quiero hacer un tablón de anuncios geométrico que tenga un marco de círculos, triángulos y cuadrados. Sé que 20 formas cabrán en el ancho del tablón y que 12 formas cabrán en el largo del tablón. Si empiezo en el extremo superior a mano izquierda con un círculo seguido de un triángulo y luego un cuadrado, y si repito esta secuencia por todo el borde del tablón, cuántas de cada forma usaré? Explica tu solución usando palabras y dibujos exemplars.com 1

2 Spanish 3 5 Sample Math Task Bulletin Board Border Please help me. I would like to make a geometry bulletin board that has a border of circles, triangles and squares. I know that 20 shapes will fit across the board and that 12 shapes will fit down the board. If I start in the top left-hand corner with a circle followed by a triangle then a square and repeat this pattern all around the board, how many of each shape will I need? Explain your solution using words and pictures exemplars.com 2

3 Bulletin Board Border Suggested Grade Span Grades 3 5 Task Please help me. I would like to make a geometry bulletin board that has a border of circles, triangles and squares. I know that 20 shapes will fit across the board and that 12 shapes will fit down the board. If I start in the top left-hand corner with a circle followed by a triangle then a square and repeat this pattern all around the board, how many of each shape will I need? Explain your solution using words and pictures. Alternative Versions of the Task Common Core Task Alignments Mathematical Practices: 1, 3, 4, Grade 4 Content Standards: 4.OA.5 More Accessible Spanish Version: Ayúdame, por favor. Quiero hacer un borde geométrico en la pared alrededor de la sala de clase. Me gustaría usar un patrón de círculos, triángulos y cuadrados. Se que 21 formas cabrán en la pared alrededor de la clase. Si empiezo con un círculo, después pongo un triángulo y después un cuadrado y repito este patrón, cuántas de cada forma voy a necesitar? Explica tu solución usando palabras y dibujos. More Accessible English Version: Please help me. I would like to make a geometry boarder on the wall across my classroom. I would like to use a pattern of circles, triangles and squares. I know that 21 shapes will fit across the wall. If I start with a circle, followed by a triangle, then a square and repeat this pattern, how many of each shape will I need? Explain your solution using words and pictures. More Challenging Spanish Version: Ayúdame, por favor. Quiero hacer un tablón de anuncios geométrico rodeado de un borde de polígonos. Voy a empezar en la esquina de la izquierda, arriba, con una forma de 4 lados, seguido de una forma de 5 lados, después una forma con 6 lados y seguir así hasta llegar a una forma de 10 lados. Una vez llegue a la forma de 10 lados voy a empezar el patrón de nuevo con una forma de 4 lados. Se que las 20 formas cabrán a lo ancho del tablón y que 12 formas cabrán a lo largo del tablón. Cuántas de cada forma voy a necesitar para rodear el tablón de anuncios? Explica tu solución usando palabras y dibujos. More Challenging English Version: Please help me. I would like to make a geometry bulletin board that is surrounded by a border of polygons. I will start in the top left-hand corner with a 4-sided shape, followed by a 5-sided shape, then a 6-sided and so on all the way up to a 10-sided shape. Once I get to a 10-sided shape I will start the pattern again with a 4-sided shape. I know that 20 shapes will fit across the board, and that 12 shapes will fit down the board. How many of each shape will I need to surround the bulletin board? Explain your solution using words and pictures. 3 exemplars.com

4 Context This problem worked well because it allows students to diagram the problem and show all their work. Students first thought they could add all the numbers given and solve the problem without a diagram. When they became involved in the problem solving they realized why drawing clear diagrams is so useful. What This Task Accomplishes This task allows students to explore a real-life problem using perimeter. It assesses their ability to take information given and apply it to a diagram. What Students Will Do The task provides information that most students will need to diagram. Some students in my fourth-grade class had difficulty placing the corner pieces and counted them twice. The more accurate the diagram, the more accurate the solution. Time Required for Task Approximately 60 minutes Interdisciplinary Links None, this is strictly a problem-solving task. Teaching Tips Teachers tell students that a diagram will help them with problem solving, but we often get, I did it in my head. This problem allows students to draw a simple diagram to a challenging problem. It allows students the opportunity to actually make the border on a bulletin board. NCTM Standards Number and Operations Geometry and Measurement Concepts to be Assessed and Skills to be Developed Problem solving Reasoning Communication Patterns Perimeter Suggested Materials Paper and pencil Actual shapes may be used 4 exemplars.com

5 Possible Solutions Original Version: Students may conclude that 64 shapes are needed. They will add the numbers given in the task and draw a diagram that represents their interpretation. Hopefully by drawing a diagram, students will use the corner pieces correctly, and conclude that 60 shapes are needed, 20 of each shape. More Accessible Version: 21 3 shapes = 7 of each shape More Challenging Version: = 60 shapes around board 7 different polygons = 8 polygons with 4 shapes having an extra one: Quadrilaterals = 9 Trapezoids = 9 Hexagon = 9 Septagon = 9 Octagon = 9 Nonagon = 9 Decagon = 8 Task-Specific Assessment Notes Novice: The student will use inappropriate concepts and procedures to solve the problem (s/ he may have multiplied 20 by 12 to get 240). Little evidence will be used in the explanation of a strategy or reasoning. The diagram will not relate to the problem (there will be no evidence of a border). Apprentice: The student will understand part of the problem and will show some mathematical reasoning, (using a pattern of shapes for the border) but will not use the corner pieces as a continuation of the pattern. There will be some use of a diagram and mathematical notation. Practitioner: The Practitioner will have an understanding of the problem and a strategy will be used that successfully solves all parts of the task. The student will use an accurate pattern of the geometric shapes in the corners and a connection, observation or verification of the solution will be made. Expert: The Expert will have a clear understanding of the problem and all of the parameters. The pattern of geometric shapes will continue around the corners. Accurate mathematical representation will be shown, and mathematical reasoning will reflect refined reasoning skills. A connection, observation or verification of the solution will be made. 5 exemplars.com

6 Novice The student shows no evidence of understanding the concept of perimeter. It is unclear what the student is doing here. The student reaches an incorrect solution. 6 exemplars.com

7 Apprentice Some work is shown. An error in the pattern is made here. 7 exemplars.com

8 Practitioner The student has an approach that works. The student explains his/her solution and makes a relevant mathematical observation. The student uses appropriate and accurate math language and notation. The student obtains a correct answer. 8 exemplars.com

9 Expert The student uses accurate and appropriate math language and notation to communicate. The student creates accurate and appropriate math representation. The student verifies his/her solution. The student clearly states his/ her solution. 9 exemplars.com