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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A Pound of Valentine’s Chocolates In A Pound of Valentine’s Chocolates, students are asked to find how long a one pound box of chocolates should last if Isolde eats it alone. The key concepts are fractions and proportional reasoning. This task includes:
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Cooling Colas In Cooling Colas, students predict how long it will take cola to cool down to the desired temperature. This task includes:
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Dad’s Cookies In Dad’s Cookies, students are asked to figure out how many cookies Dad baked for the family before they ate them all. The key concepts are fractions and addition. This task includes:
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Extending the Enneagon In Extending the Enneagon, students determine the meaure of an angle formed by extending two sides of an enneagon until they intersect. Elements of this problem are explored in Grade 7, when students “Use facts about supplementary, complementary, vertical, and adjacent angles in a multi- step problem to write and solve simple equations for an unknown angle in a figure.” Combining those concepts with properties of regular polygons is more likely tackled in high school. This task includes:
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In Bartering for Bananas In Bartering for Bananas, students are asked to find how many bananas Byron can get with his five fish. 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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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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Regional Ratios In Regional Ratios, students find the ratio of the area of a hexagon to that of an equilateral triangle when the perimeters of the two figures are the same. It might be solved by directly calculating the areas using shape-specific area formulas, calculating the areas using the Pythagorean theorem or the properties of 30-60-90 right triangles, or by dissecting the shapes into smaller equilateral triangles. This task includes:
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Sports Weigh In Sports Weigh In involves logical reasoning to determine how much each kind of ball weighs. The arithmetic requirements are minimal: doubling, halving, and subtracting of relatively small numbers. This task includes:
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