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Creating a task from an existing word problem

Creating a task from an existing word problem. From page 293 enVision Math Common Core.

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Creating a task from an existing word problem

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  1. Creating a task from an existing word problem

  2. From page 293 enVision Math Common Core Kathy is measuring the rainfall in a rain gauge for her science project. The first week, she measured 2 ¼ inches of rain. The second week, she measured twice as much rain, and the third week, she measured half as much rain as the first week. It did not rain at all in the fourth week. How much rain fall did Kathy measure for the entire month? Explain.

  3. Can this word problem be changed into a task? • What is the mathematical content of this problem? • What aspects make the students think and struggle? What can we take out or modify to create that constructive struggling? • What steps does it give the students that they should come up with on their own? • Is this task likely to engage students? • Is this task worthwhile—does it introduce, solidify, or help students practice mathematics in the core?

  4. Kathy is measuring the rainfall in a rain gauge for her science project. The first week, she measured 2 ¼ inches of rain. The second week, she measured twice as much rain, and the third week, she measured half as much rain as the first week. It did not rain at all in the fourth week. How much rain fall did Kathy measure for the entire month? Explain.

  5. May Rainfall

  6. Kathy is measuring the rainfall in a rain gauge for her science project. She recorded the first week’s total on a graph. The second week, she measured twice as much rain, and the third week, she measured half as much rain as the first week. It did not rain at all in the fourth week.

  7. The average rainfall for May in Kathy’s town is 8 inches. How much higher or lower than the average is Kathy’s total for the month? • Complete the graph. • Extension: Find a precipitation map of the United States and make a list of possible places Kathy might live. Explain your choices.

  8. Finishing Up • Convert the task into the Three Part Lesson design by using the Thinking Through a Lesson Template. Ask yourself all the questions on the template. • What are some strategies students might use to solve this problem? • How will you assess their learning?

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