Please note that many tasks were constructed prior to Common Core and the task alignments to the Common Core State Standards (CCSS) were not identified in the task materials. To search for the performance tasks explicitly aligned to the CCSS, Next Generation Science Standards (NGSS), or College, Career, and Civic Life (C3) Framework for Social Studies State Standards, please go to CCSS, NGSS, and C3 tabs.
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Glasses In this task, students must find the volumes of three glasses of varying shapes. This task includes: |
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Hopewell Geometry In this task, students will calculate the measurements of right traingles used in Hopewell Native American earthworks. This task includes: |
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How Many Berries Did I Eat? In How Many Berries Did I Eat?, students are given information about how many berries were on each of the two bushes and how many are left on the bushes after berries were eaten. They are then asked which berries were eaten more of -- raspberries or blueberries. The key concept is subtraction. This task includes:
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Leaky Faucet In this task, students must calculate how many drop of water fall out of a leaky faucet at certain time intervals. This task includes: |
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Math Club Mystery In Math Club Mystery students are asked to find out how many students, teachers and parents went on a trip to the movies. The key concept is to set up equations that represent the given information and use those equations to determine, from the given information the possible combinations of students, teachers and parents that were on the trip. This task includes:
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Mr. Lincoln’s Line In Mr. Lincoln’s Line, students are asked questions about children standing in a lunch line, some of whom wear glasses, carry lunch boxes, and/or are boys. The key concepts are multiples and factors. This task includes:
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Multiple Solutions In this task, students will examine equations with multiple solutions and determine possible solutions. This task includes: |
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Multiplying Cells In this task, students must determine how many cells will be present at a given time by examining multiplication rates. This task includes: |
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Ostrich Llama Count In Ostrich Llama Count students are given the combined number of heads and legs of ostriches and llamas. Using that information they are asked to explain how Raul and Esteban might have figured out how many ostriches and llamas there were. The key concepts are logical/algebraic reasoning and possibly systems of equations. This task includes:
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Patchwork In this task, students must discover a formula for determining the number of triangles and squares needed for varying cushion sizes. This task includes: |
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