It's important to recognize the key concepts in the standards that will help engage students at their grade level. When planning lessons and activities, it's important to use the key concepts and align them with what students are expected to learn in that grade.

Task requires students to think deeply, use multiple strategies, explain their reasoning, and make sense of the mathematics rather than quickly finding an answer.

Providing tasks to students that engage them with mathematics. Students will be giving explanations, and figuring out ways to solve the problem (besides the standard algorithim).

Uses significant mathematics for grade level- Doing fraction conversions which is a fourth grade standard (Solve real life problem involving addition, subtraction, equivalent, and compare of fractions 4.nr.4).

Rich- Students are having to analyze their peers thinking and use higher order thinking to solve. They also have to explain their thinking.

Problem solving in nature- Related to concrete materials that could be used in the real world (measuring cups).

Equitable- Students can use multiple techniques and models to solve problems. Also peer discussion is available. Uses visuals but it could be made more equitable if there were more options to model were presented.

Active- Active because students are creating a number line and teaching it to others which promotes active learning and engagement

This task is rich but has the opportunity for improvement. The task is rich in the concepts where it has a strategy for students to use as well as appropriate math topics and math language. It also calls on students to tell other students about equivalent fractions; explaining what they know. There could be more opportunity got students to engage with manipulatives related to the task.

This activity connects to standards as it is about reworking fractions. Finding fraction amounts in bigger numbers. Fractions are significant to this grade level.

This activity is active as step four calls on students to teach other students about equivalate fractions. It says to explain it in writing, but to make this task more active students could explain their strategies out loud.

It has the opportunity to be more equitable as it tells students to solve the problem with a number line on chart paper. To make this more equitable, could allow for multiple entry points.

This task is problem solving in nature. As they are given one measurement to convert the fractions to. The students are given the tools and supports to solve the problem.

Rich- Students will be engaging in multiple strategies. Students will use measuring cups/spoons and number lines. Students will have multiple entry points to approach this problem.

Active- Students can use the number line to actively engage with the problem.

Authentic/ interesting- Students are engaging in a baking story.

Using significant mathematics for grade level: students will connect math with real life expereinces, comparing and adding fractions (which is a 4th grade standard).

Equitable: Students will be using different models to answer the problem.