Eating Jellybeans. Exemplars

Transcription

1 Eating Jellybeans Bill ate 1 jellybean on Sunday, 2 jellybeans on Monday, and 3 jellybeans on Tuesday. If this continues for the rest of the week, how many jellybeans will Bill have eaten in all by the end of Saturday? TM Eating Jellybeans - Page 1-

2 Grade Level K 2 Eating Jellybeans Bill ate 1 jellybean on Sunday, 2 jellybeans on Monday, and 3 jellybeans on Tuesday. If this continues for the rest of the week, how many jellybeans will Bill have eaten in all by the end of Saturday? Context This task was given to a group of kindergarten students who had been working on learning the days of the week and patterning. What This Task Accomplishes This allows the teacher to assess concepts of days of the week and patterning as they are applied in a problem solving situation. Time Required for Task One 45 minute period. Interdisciplinary Links This task is obviously best given around Easter and can link to other Easter activities you have going on in your classroom. Teaching Tips Before students worked on this task, students were given jellybeans to sort, create patterns, count, and eat! We provided Unifix cubes as well, but students chose to use the real thing as manipulatives. Suggested Materials Unifix cubes, jellybeans! - Page 2-

3 Possible Solutions It is important to realize that students may come up with more than one correct pattern resulting in more than one correct solution. Patterns Add 1 Fibonacci s sequence* Repeating Pattern Sunday Monday Tuesday Wednesday Thursday Friday Saturday Total Jellybeans *Fibonacci s sequence has you add the 2 preceding numbers to get the next number in the sequence. Benchmark Descriptors Novice The novice will have little or no idea how to get started. It will be unclear whether or not the student has any understanding of thetask based on the evidence provided. No math language will be used. Apprentice The apprentice will show some understanding of the task but may not be able to identify and continue a pattern, or will neglect to add each day s jellybeans The apprentice may also not be able to continue the days of the week. Some math representation may be attempted, and rudimentary math language used. Practitioner The practitioner will have a correct solution that will be supported by correct documentation. The student may comment on the pattern and will clearly state the conclusion. Representations used will be accurate and labeled, and math language will be used to communicate the solution. - Page 3-

4 Expert The expert will achieve a correct solution. The expert will identify the pattern as well as determine the total number of jellybeans. The expert will use accurate and appropriate math representatiion, and all work will be shown. The expert will go beyond the requirements of the task and may, forinstance, solve the problem using different patterns, or will makemathematically relevant comments or observations about the solution. Author This task was written by Deb Armitage, K 8 Mathematics Assessment Consultant at the Vermont Department of Education. The task was piloted by teachers and students in Vermont. - Page 4-

5 Novice Little or no understanding of the task is evident. - Page 5-

6 Apprentice Little or no math language is used. The student has an approach that would work but does not total the jellybeans. Most parts of the student s solution are clear but should be labeled. - Page 6-

7 Practitioner All work is shown and labeled. A correct answer is achieved. The approach is explained. - Page 7-

8 Expert All work is shown, organized and labeled. The student identifies and extends the pattern beyond the task. The student explains the approach used. - Page 8-