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
This task was designed for 6th graders working on condensing their writing to make their argument completely and quickly. The content is scaling figures, using proportional reasoning to prove similarity. Students who struggled with mulitiplying decimals struggled to find a multiplier. Students also struggled with providing sufficient reasoning in the brief space.
Microsoft Word version: 6_RP_ProportionalReasoning_BriefArgument_Construct
PDF version: 6_RP_ProportionalReasoning_BriefArgument_Construct
Water Sports Survey is a task developed for sixth grade students working on percents and interpretations of statistics. Students are given a table that displays two sets of data. Students must critique an interpretation made by a student. The interpretation focuses on a common misunderstanding made when looking at statistics: students often neglect to think about the whole, and instead automatically think that a larger percent means more people. Students must agree or disagree with the interpretation and justify the answer.
Microsoft Word version: 6_RP_Percents_Problem_Critique_WaterSportsSurvey
PDF version: 6_RP_Percents_Problem_Critique_WaterSportsSurvey