We used this task for sixth graders. The objective was for students to use proportional thinking to reason out which recipe was more concentrated. Students selected one of two solutions in order to state a claim, provide evidence and state a warrant. Many students would find a common denominator in order to demonstrate a higher value ratio of corn syrup to water or total amount (sweeter) or lower value (less sweet). Students might also show how one mixture is sweeter with visual representations such as circles or a drawing of a pitcher with labeled portions.

Microsoft Word version: 6_RP_ProportionalReasoning_Problem_Critique_WhichIsSweeter

PDF version: 6_RP_ProportionalReasoning_Problem_Critique_WhichIsSweeter

I used this task with a group of 5 students that I selected for my evaluation. When I started with this group in mid/late January they were chosen by the teacher and myself to receive intervention as well. This year the students were learning about ratios and proportions. I tried to build their understanding of ratios by doing Number Talks before giving them this particular task. The students were required to use a rubric I found on the Exemplars website to help guide them in solving and writing an argument for this problem. The students were instructed to use more than one model to solve this task

Microsoft Word version: 6_RP_ProportionalReasoning_Problem_Critique_CarlylesPlants

PDF version: 6_RP_ProportionalReasoning_Problem_Critique_CarlylesPlants