Download 4.OA.5 Task 2 - 3-5 Formative Instructional and Assessment Tasks

Formative Instructional and Assessment Tasks
Arranging Tables
4.OA.5 - Task 2
Domain
Cluster
Standard(s)
Materials
Task
Operations and Algebraic Thinking
Generate and analyze patterns.
4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent
features of the pattern that were not explicit in the rule itself. For example, given the rule
“Add 3” and the starting number 1, generate terms in the resulting sequence and observe
that the terms appear to alternate between odd and even numbers. Explain informally why
the numbers will continue to alternate in this way.
Task handout, pattern blocks (optional)
Arranging Tables
A banquet company provides options for table arrangements: triangular tables, square
tables, and hexagonal tables. For each type of table, you can fit 1 person on each side of
the table. For their parties they want to put all of the tables together so that every table
shares at least one side with another table.
Part 1:
Based on this proposed arrangement, how many people could you sit at 1 triangular table?
2 connected triangular tables? 3 connected triangular tables? 4 connected triangular tables?
Part 2:
Based on this proposed arrangement, how many people could you sit at 1 square table? 2
connected square tables? 3 connected square tables? 4 connected square tables?
Part 3:
Based on this proposed arrangement, how many people could you sit at 1 hexagonal table?
2 connected hexagonal tables? 3 connected hexagonal tables? 4 connected hexagonal
tables?
Part 4:
For each type of table, write a sentence explaining how many more seats get added every
time you add a new table. Explain how you found your answer.
Rubric
Level I
Level II
Limited
Not Yet Proficient
Performance
 The student has
between two to
 The student is
unable to use
four incorrect
strategies to
answers.
find correct
answers to
any aspect of
the task.
NC DEPARTMENT OF PUBLIC INSTRUCTION
Level III
Proficient in Performance
 The answers are correct.
 Part 1: Triangular: 1 table: 3 people, 2 tables: 4 people, 3
tables: 5 people: 4 tables: 6 people;
 Part 2: Square: 1 table: 4 people, 2 tables: 6 people: 3 tables:
8 people; 4 tables: 10 people;
 Part 3: Hexagonal: 1 table: 6 people: 2 tables: 10 people: 3
tables: 14 people; 4 tables: 18 people
 Part 4: Triangular: Each table adds 1 more seat; Square: Each
table adds 2 more seats; Hexagonal: Each table adds 4 more
seats.
FOURTH GRADE
Formative Instructional and Assessment Tasks
1.
2.
3.
4.
5.
6.
7.
8.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning
NC DEPARTMENT OF PUBLIC INSTRUCTION
FOURTH GRADE
Formative Instructional and Assessment Tasks
Arranging Tables
A banquet company provides options for table arrangements: triangular tables,
square tables, and hexagonal tables. For each type of table, you can fit 1 person on
each side of the table. For their parties they want to put all of the tables together so
that every table shares at least one side with another table.
Part 1:
Based on this proposed arrangement, how many people could you sit at 1 triangular
table? 2 connected triangular tables? 3 connected triangular tables? 4 connected
triangular tables?
Part 2:
Based on this proposed arrangement, how many people could you sit at 1 square
table? 2 connected square tables? 3 connected square tables? 4 connected square
tables?
Part 3:
Based on this proposed arrangement, how many people could you sit at 1 hexagonal
table? 2 connected hexagonal tables? 3 connected hexagonal tables? 4 connected
hexagonal tables?
Part 4:
For each type of table, write a sentence explaining how many more seats get added
every time you add a new table. Explain how you found your answer.
NC DEPARTMENT OF PUBLIC INSTRUCTION
FOURTH GRADE