End of Year Math Project Differentiated Performance Task Waterpark

Grade Levels
4th - 6th, Homeschool
Standards
Resource Type
Formats Included
  • Zip
  • Google Apps™
Pages
70 + Google Slides
$5.50
$5.50
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Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

Also included in

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Description

"My students were very engaged and really enjoyed this activity. I am glad I purchased this for my small math group. Thank you for such an awesome resource!" -Leslie F

Are you looking for a high-interest engaging math project for the end of the year or for your summer school class to help students solve real-world math problems and balance a budget (financial literacy)?

This water park summer-themed printable and digital differentiated math performance task will keep your students thinking critically about real-world math problems during distance learning.

This task is differentiated on three levels and requires critical thinking from your students. Students will use all operations in this real-world project.

Tasks require students to work with money and calculate addition, subtraction and multiplication with decimals. Students will also use their error analysis and math critiquing skills.

This project also provides an opportunity for students to work together and present their mathematical thinking and creative work to their classmates.

Save over 20% when purchasing the math performance task bundle!

This water slide park theme is perfect to engage your students as the school year winds down, promoting independence and critical thinking for all levels of students. Use with your whole class or as an enrichment activity!

This set includes both a print and a digital option.

See the Community Garden Math Performance Task HERE.

CONTENTS:

✓Directions and Link to share with students using Google Classroom™

Three Leveled Differentiated Task Each Level Includes:

✓Task Directions

✓Vocabulary Word Definitions

✓Work Space

✓Multiple Page Task Problem Solving

✓Student Reflection Page

✓Situational Cards (to use as needed)

✓“Memo Style” Challenge Problem to encourage math critiquing

✓Answer Key

Additional Activities For All Levels:

✓Optional Scoring Rubric

✓Extra Challenge (with and without a “going further” extension)

✓Create Your Own Water Slide Attraction Extension

✓Teacher Suggestions

See the preview for more a more detailed look at all this product has to offer.

Recent feedback on this product:

"SUCH a great end of year project for my kids! Thank you!"

"Fantastic activity; and loved the differentiation."

"Super helpful to bring the year to a close. Great for critical thinking and collaboration."

"This looks like a fun activity for the end of the year. I think my students are going to love it! Great quality - thank you!"

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Total Pages
70 + Google Slides
Answer Key
Included
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

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