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Students have to access their prior knowledge to create a plan to answer a problem. There is not one answer to a problem so students need to be able to explore different possibilities and be able to explain if their answer is reasonable for not. 

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Students have to access their prior knowledge to create a plan to answer a problem. There is not one answer to a problem so students need to be able to explore different possibilities and be able to explain if their answer is reasonable for not. 

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Students are applying the same skills but in different ways. They are expanding on the skill and applying other mathematical ideas to compare and contrast the two problems. Students could have even created a table to compare their ideas and find patterns. The opportunities are endless.

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Students are applying the same skills but in different ways. They are expanding on the skill and applying other mathematical ideas to compare and contrast the two problems. Students could have even created a table to compare their ideas and find patterns. The opportunities are endless.

# data[].attributes.body
-We can see how the students think in this task. We can see if they use visuals to organize their thinking.
-We can see if they systematically break down the open ended problem and start looking at specific types of coins.
-We can see if they connect multiplication and addition when using the same type of coins.
-We can share other students thinking with the entire class. Students can share and verbalize their process/thinking.
-Assesses mathematical knowledge without a lot of reliance on language.
-We can see if students are able to connect different strategies or recognize similarities.

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Flexibility works in the open task because students have multiple ways of reaching the same goal. For example, when students have 3 coins they can come up with how much money they know of or familiar with.

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Flexibility works in the open task because students have multiple ways of reaching the same goal. For example, when students have 3 coins they can come up with how much money they know of or familiar with.

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The second task allows students the opportunity to develop spoken and written mathematical and non-mathematical vocabulary which is important our English language learners and our native speakers.

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The second task allows students the opportunity to develop spoken and written mathematical and non-mathematical vocabulary which is important our English language learners and our native speakers.

# data[].attributes.body
Students who saw this task will ask questions for the teacher to clarify.

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A method for solving isn't immediately obvious and it requires flexibility of thinking to begin thinking about how to approach the task.

# data[].attributes.subject
A method for solving isn't immediately obvious and it requires flexibility of thinking to begin thinking about how to approach the task.

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Allowed for students to answer the problem in any way possible. This allowed for students to show their understanding of what the question was actually asking.  - Kaitlyn 

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Allowed for students to answer the problem in any way possible. This allowed for students to show their understanding of what the question was actually asking.  - Kaitlyn 

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I think it's a challenging task linguistically. There is a lot of nuance in the wording and it requires careful reading to fully understand what it says/means.

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I think it's a challenging task linguistically. There is a lot of nuance in the wording and it requires careful reading to fully understand what it says/means.

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This task allowed for students to solve the problem in multiple different ways. Showed their understanding of the problem - Kaitlyn 

# data[].attributes.subject
This task allowed for students to solve the problem in multiple different ways. Showed their understanding of the problem - Kaitlyn 

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this task let you see what students understand based on their approach to the problem. Some might know something about fraction being division. Some might know something about equation and etc... 

# data[].attributes.subject
this task let you see what students understand based on their approach to the problem. Some might know something about fraction being division. Some might know something about equation and etc... 

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Able to understand a students thinking and process to find answers to problems - Kaitlyn 

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Able to understand a students thinking and process to find answers to problems - Kaitlyn 

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I don't know if I think it's particularly engaging unless the student is already interested in testing their mathematical skills.

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I don't know if I think it's particularly engaging unless the student is already interested in testing their mathematical skills.

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Students can use visual models to make sense of the mathematical concepts . 

# data[].attributes.subject
Students can use visual models to make sense of the mathematical concepts . 