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I think that this task is worthwhile because it has the different 6 characteristics such as rich, it is a challenging problem and it makes you think outside the box. I think it is interesting because it contains brownies and kids love sweets. It is equitable because there are many ways that you can approach the task whether it be drawing or using fraction cubes or just using the fractions.. We would adapt the task by making it more active or interesting by maybe bringing in brownies or having other hands-on things they can use with many manipulatives.

Megan and Briggs

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Kayleigh, Matt, Chan

This is a worthwhile task. It grows on higher order thinking skills because it’s growing on their previous knowledge of fractions. There are also many different ways to solve this problem like drawing it out or solving it using numbers. This task also covers real world issues with having a picnic with brownies and it also will pique a students interests talking about brownies.

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This task covers active learning and real-world problems. It is equitable due to the many entry points to solve the problem. Students will work to convert fractions touching on standards. They will use higher-order thinking to create a number line. It relates to a real-world scenario because it adjusts a recipe based on the measurements available. This task is authentic and interesting. Akeria and Lily

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Ashley and Olivia:

This is a worthwhile task, because the problem allows for different strategies to be used (manipulatives, various colors, etc), and it has different entry points allowing every student to engage with the task. Furthermore, the task aligns with the 5th grade curriculum and has students actively work through a real world problem together or individually. If we were to use this task we would explicitly tell students to work together to solve the problem. We would also have students draw/write out how they solved the task and why they choose to go that route in order to illustrate their higher cognitive thinking, and how they know which class ate the most.

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JaMya and Odyssey

This is a worthwhile task because it is interesting to the students. Most students like brownies and can be competitive when deciding who ate more. The problem can not be solved immediately and causes them to think critically. Students can use manipulatives to help visualize the problem. This is also a real world problem, and can help the students see math in everything they do.

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Tiana and Kayah

This task is worthwhile because it uses higher-order thinking skills by having students not only solve the problem but also have them explain their thinking. This task is also worthwhile because students can relate to this topic by making brownies. This task wouldn't be equitable since there aren't multiple ways to solve this problem. It is also not active because students arent up and moving with this activity.

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This task touches every characteristic of a worthwhile task. It touches on some of them more than others. It is equitable because it has multiple entry points, and different ways to solve the problem. It is active because it gets the children engaged in the problem. It relates to the real world by showing an actual recipe and sharing a realistic scenario which is authentic/interesting. It is problem solving in nature as students will have to find the answer, it is not something they will know off the top of their head. It is significant for the grade level because it converts fractions, and it is rich because it deals with multiple fractions and students have to choose which to convert it to.

Reagan, Emma M., Sarah

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Use manipulatives

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bringing the math to life with movement and bringing in real-world things.

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The task should have different ways to begin solving, so that students on all levels of understanding can work on the solution and contribute to figuring out the answer.

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have students be involved and participate

bring energy to class room to excite students

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Making sure each student is able to solve a task a different way. Making things fair and accesible for each student.

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Deep in content, high level thinking. The ability to connect to higher cognitive levels.

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It is fair, there are multiple ways to approach it so that different students with different learning needs have their needs met.

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Using the teachers/ students names or small personal facts about them to create a math problem

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choosing the best/most suitable way for you to solve a problem

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The task should connect to students' interests and make them want to work on the problem and engage with finding the solution.

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Relating to real-world experiences that they may experience so that they can see the value.

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Finding things that interests them and incorporating it into the task.

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Using real world things to solve math.

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Has a step-by-step process of how to figure it out and has multiple means of getting the solution. Productive struggle.

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Having different ways of solving one task. Making tasks accessible for students of different levels, abilities, and skills.

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Students should not automatically know the answer, rather they should be able to productively struggle and work out the solution.

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Relate to real-world situations to help comprehension.

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Connecting to higher level thinking. Should build from one level to the next.

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The task should be engaging, and have students make decisions and preform actions to solve the problem.

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Working through struggles to solve problems. Learn from failure.

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Relating math problems to the real word to make it easier to understand. Capturing student's attention.

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Higher thinking level questions.

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Having the task activate students' higher cognitive thinking skills to understand the problem.

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Focusing on understanding and taking prior knowledge that they have previously learned in other grades or past standards. Really focusing on the big idea.

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Meeting the standards of that certain grade level. Make sure it is grade-appropriate math.

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Each task should be challenging

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The big ideas, essential questions, and standards focusing on student's understanding and skills.

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using three elements: Essential questions, standards, and prior knowledge

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Incorporating the standards they have to learn this year, and making sure we bridge it to what students have learned in the past, and what they will learn later (in the grade/next year) in a way that uses students' skills and how they understand concepts.