Download Arranging Tables

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
exactly 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
Limited
Performance
The student is
unable to use
strategies to find
correct answers
to any aspect of
the task.
Level II
Not Yet Proficient
The student has
between two to four
incorrect answers.
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
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2.
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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 exactly 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