Description
This CCSS Performance Task is a four part task modeled after Smarter Balanced test questions. Students engage with four questions which build upon one another under the guise of developing the pavers a fast-food restaurant chain will use to remodel the playgrounds at their locations.
The fourth task in this activity can also be used to assess concepts about coding that students may have learned through a STEM initiative, but prior experience with coding is unnecessary for success in this activity. Similarly, the third task requires students to waste as little of their raw material as possible, which may also echo concepts addressed in prior engineering challenges.
The standards addressed by the four parts are:
(1) CCSS.Math.Content.5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.
(2) CCSS.Math.Content.5.MD.C.5b Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
(3) CCSS.Math.Content.5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
(4) CCSS.Math.Content.5.G.A.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
NOTE: Students will need a working knowledge of nets for geometric solids. If your state's previous standards did not introduce this topic at a lower grade level, the performance task should begin with a teacher-designed mini-lesson on nets. This emulates the teacher-directed portion of the Smarter Balanced test items.
The fourth task in this activity can also be used to assess concepts about coding that students may have learned through a STEM initiative, but prior experience with coding is unnecessary for success in this activity. Similarly, the third task requires students to waste as little of their raw material as possible, which may also echo concepts addressed in prior engineering challenges.
The standards addressed by the four parts are:
(1) CCSS.Math.Content.5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.
(2) CCSS.Math.Content.5.MD.C.5b Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
(3) CCSS.Math.Content.5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
(4) CCSS.Math.Content.5.G.A.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
NOTE: Students will need a working knowledge of nets for geometric solids. If your state's previous standards did not introduce this topic at a lower grade level, the performance task should begin with a teacher-designed mini-lesson on nets. This emulates the teacher-directed portion of the Smarter Balanced test items.
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$10.00
Highlights
Digital downloads
Grades
5th
Subjects
Tags
Pages
9
Answer Key
Included with rubric
Teaching Duration
90 minutes
Description
This CCSS Performance Task is a four part task modeled after Smarter Balanced test questions. Students engage with four questions which build upon one another under the guise of developing the pavers a fast-food restaurant chain will use to remodel the playgrounds at their locations.
The fourth task in this activity can also be used to assess concepts about coding that students may have learned through a STEM initiative, but prior experience with coding is unnecessary for success in this activity. Similarly, the third task requires students to waste as little of their raw material as possible, which may also echo concepts addressed in prior engineering challenges.
The standards addressed by the four parts are:
(1) CCSS.Math.Content.5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.
(2) CCSS.Math.Content.5.MD.C.5b Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
(3) CCSS.Math.Content.5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
(4) CCSS.Math.Content.5.G.A.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
NOTE: Students will need a working knowledge of nets for geometric solids. If your state's previous standards did not introduce this topic at a lower grade level, the performance task should begin with a teacher-designed mini-lesson on nets. This emulates the teacher-directed portion of the Smarter Balanced test items.
The fourth task in this activity can also be used to assess concepts about coding that students may have learned through a STEM initiative, but prior experience with coding is unnecessary for success in this activity. Similarly, the third task requires students to waste as little of their raw material as possible, which may also echo concepts addressed in prior engineering challenges.
The standards addressed by the four parts are:
(1) CCSS.Math.Content.5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.
(2) CCSS.Math.Content.5.MD.C.5b Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
(3) CCSS.Math.Content.5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
(4) CCSS.Math.Content.5.G.A.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
NOTE: Students will need a working knowledge of nets for geometric solids. If your state's previous standards did not introduce this topic at a lower grade level, the performance task should begin with a teacher-designed mini-lesson on nets. This emulates the teacher-directed portion of the Smarter Balanced test items.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
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Good end of year review to apply concepts taught.
Thank you!
Great for test prep!
I thought this was going to be more task oriented, where students actually design a playground using pavers. It was definitely over priced.
Kristin, I'm so sorry this item did not meet your expectations. It was created for a very specific set of Performance Task criteria. Please contact me privately so that we can try to make this situation right. I can also add some more information in the product description to prevent future confusion. Thank you for your feedback.
thank you for this awesome resource!
Great!
Good performance task to prep students for CCSS assessments
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