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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