bring energy to class room to excite students

Reagan, Emma M., Sarah

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.

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.

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.

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.

Megan and Briggs