Name: ______Date: ______
Grade 1, Unit 12 - Problem Solving Task
Teacher directions: Students should be provided with the problem solving task, hundreds chart, base ten blocks, tens frames, and any other materials they may need in order to complete the task.
Student Directions:
  1. Write your name on your paper.
  2. Listen as the problem is read aloud to you.
  3. Solve the problem using pictures, numbers, symbols, and words.
  4. Be sure that your work shows how you know your answer is correct.

Louis wants to give $15 to help kids who need school supplies. He also wants to buy a pair of shoes for $39. If Louis gets $1 every day for his allowance, how many days will it take him to save enough money for both? Explain how you know.
Reflection – Think about these questions as they relate to the problem-based task. Answer them thoughtfully to be sure that you have developed the best possible task.
  1. Does this problem promote application of the mathematical ideas presented in the current instructional focus or unit of study?
1.NBT.4 - Number and Operations in Base Ten
Use place value understanding and properties of operations to add and subtract.
Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
  1. Does this problem match students’ current instructional level?
Yes, the question is based on the standard outlined within the unit.
  1. Is this problem accessible to all students? Explain.
In this unit, students learned how to add two two-digit numbers in various ways. This task has students adding two 2-digit numbers that require regrouping, and is therefore the most advanced type of addition problem that first graders will encounter.
  1. Is the problem relevant and engaging to students? Explain
It is relevant because it allows students to relate addition and subtraction problems to money and to situations and goals related to saving money.
  1. Does this problem require students to “stretch” their mathematical reasoning abilities? Explain.
This task is the most advanced type of addition problem that students in the first grade will encounter according to CCSSM.
  1. Is there more than one way to solve the problem?
Students could use base-ten blocks, open number lines, tens-frames, etc. to solve the problem.
  1. Could the problem be extended or enriched? Explain.
Students can be given different requirements that are more enriching.
  1. Which Standards of Mathematical Practice are addressed when students solve this problem-solving based task?
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
□Look for and make use of structure.
□Look for and express regularity in repeated reasoning.
*Problem from
Problem-Solving Task Rubric
Exemplary:
  • Student completed all parts of the task by themselves.
  • Student was able to solve the problem, correctly.
  • Student was able to justify his/her answer by writing an explanation and by using pictures, words, symbols, and/or numbers.

Proficient:
  • Student completed all parts of the task with little, if any help.
  • Student was able to solve the problem, correctly.
  • Student was able to justify his/her answer by using pictures, words, symbols, and/or numbers.

Progressing:
  • Student completed most parts of the task.
  • Student was able to solve problem.
  • Student was somewhat able to justify his/her answer by using pictures, words, symbols, and/or numbers.

Beginning:
  • Student completed some parts of the task.
  • Student was unable to solve problems.
  • Student was somewhat able to justify his/her answer by using pictures, words, symbols, and/or numbers.

Self-Evaluation:
I think my score is ______because ______
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Teacher Evaluation ______
Comments: