Greater Cleveland Council of Teachers of Mathematics

RICH TASK PROCESSING TEMPLATE

Grade K

Name of Resource: Source (book, website, etc.):

Submitted by: District/Organization:

STANDARDS FOR MATHEMATICAL PRACTICE (SMP) 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 resource address?

ü Check all that apply.

Overarching / 1. Make sense of problems and persevere in solving them.
6. Attend to precision.
Reasoning / 2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
Modeling / 4. Model with Mathematics.
5. Use appropriate tools strategically.
Finding Structure / 7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

CCSS-M CONTENT ALIGNMENT:

Not all clusters require equal emphasis of instructional time. Which cluster(s) does this resource address?

ü Check all that apply. / Grade K Domains and Clusters
Counting and Cardinality
Know number names and count the sequence.
Count to tell number of objects
Compare numbers.
Operations and Algebraic Thinking
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
Number and Operations in Base Ten
Work with numbers 11-19 to gain foundations for place value.
Measurement and Data
Describe and compare measurable attributes.
Classify objects and count the number of objects in categories.
Geometry
Identify and describe shapes.
Analyze , compare, create and compose shapes.

Major Cluster Supporting Cluster Additional Cluster

Accommodations used to make lesson accessible to all students:

See reverse side for instructional notes.


ASSESSING THE STANDARDS FOR MATHEMATICAL PRACTICE (SMP):

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. (What are students doing and saying during this task?)

CONNECTING TO THE CONTENT STANDARDS:

Rich tasks have mathematical stretch, making them useful across several grade levels or for use with diverse learners. It is important, however, to note the mathematics that aligns this task to appropriate grade level work. How can this task be adapted up or down?

How could this be adapted specifically to stretch up?

How could this be adapted specifically to stretch down?

Additional ideas to consider with this task include:

Instructional Materials: