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- 10/31/13 | Adjusted: 08/01/18 | 1 file
- Grades 6
- 10/31/13 | Adjusted: 08/01/18 | 1 file
Riding at a Constant Speed, Assessment Variation
- Description
- Files
What we like about this task
Mathematically:
- Addresses standards: 6.RP.A.2, 6.RP.A.3, MP.2, and MP.6
- Provides a simply stated, yet mathematically rich task for standards 6.RP.A.2 and 6.RP.A.3
- Requires students to think about proportional relationships flexibly and with different units
- Engages students with precise use of language (MP.6) while interpreting ratios mathematically and in the context of the task (MP.2)
In the classroom:
- Offers teachers an opportunity to analyze the student work required to answer this task
- Gives students the opportunity to thoughtfully select the method they will use to solve the task (e.g., table of equivalent ratios, plotting points in the coordinate plane, double number line diagrams, equations) (MP.5)
- Allows for both individual and group work, depending on the needs of the class
This task was designed to include specific features that support access for all students and align to best practice for English Language Learner (ELL) instruction. Go here to learn more about the research behind these supports. This lesson aligns to ELL best practice in the following ways:
- Provides opportunities for students to practice and refine their use of mathematical language.
- Allows for whole class, small group, and paired discussion for the purpose of practicing with mathematical concepts and language.
- Includes a mathematical routine that reflects best practices to supporting ELLs in accessing mathematical concepts.
- Provides students with support in negotiating written word problems through multiple reads and/or multi-modal interactions with the problem.
- Develops meta-awareness of the language used in mathematical questions and problems.
How does this task exemplify the instructional Shifts required by CCSSM?
Focus Belongs to the major work of sixth grade Coherence Provides foundational work for learning about proportional relationships in grade 7 (see Molly's Run) Rigor Conceptual Understanding: primary in this task
Procedural Skill and Fluency: not targeted in this task
Application: primary in this task
Lin rode a bike 20 miles in 150 minutes. If she rode at a constant speed,
- How far did she ride in 15 minutes?
- How long did it take her to ride 6 miles?
- How fast did she ride in miles per hour?
- What was her pace in minutes per mile?
As noted in the Commentary above, this task is the second in a set of three tasks. It's interesting to view the two grade six tasks side-by-side, as The Escalator focuses primarily on conceptual understanding of ratios and rates, while this task, Riding at a Constant Speed, focuses primarily on application of ratio and rate reasoning to solve problems. The third task in this set, Molly's Run, illuminates the heightened expectations of this domain for grade 7 (i.e., students work with ratios specified by rational numbers).
For more insight into the expectations for ratio and rate reasoning in grade six, read pages 5–7 of the progression document, 6–7, Ratios and Proportional Relationships.
For more analysis on this task from an assessment perspective, read the Cognitive Complexity section on the Illustrative Mathematics site.
