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Standards-based assessment and Instruction

Instructional Task: Grade K

Bicycle Tires


There are 4 bicycles in front of the school. How many tires are there all together on the bicycles? Show and tell how you know..

Alternative Versions of Task

More Accessible Version

There are 3 bicycles in front of the school. Each bicycle has 2 tires. How many tires are there all together on the bicycles? Show and tell how you know.

More Challenging Version

There are eight bicycles in front of the school. How many tires are there all together on the bicycles? Show and tell how you know.

Counting and Cardinality Unit

The Counting and Cardinality Unit involves understanding numbers and how they are used to name quantities and to answer questions, such as:

  • How many balls is the clown juggling?
  • Do you have enough cups for each member of your group to have one?
TEKS covered in this Unit include: K.2A, K.2B, K.2C, K.2D

Exemplars Task-Specific Evidence

This task requires students to count to answer “how many.” Students also need to have
number sense to eight.

TEKS Mathematical Process Standards

  • K.1A Apply mathematics to problems arising in everyday life, society, and the workplace.
  • K.1E The student is expected to create and use representations to organize, record, and communicate mathematical ideas.

Underlying Mathematical Concepts

  • Number sense to 8
  • Counting on/Addition
  • 2 to 1 (2 tires to 1 bicycle)

Possible Problem-Solving Strategies

  • Model (manipulatives)
  • Diagram/Key
  • Tally chart
  • Number line

Possible Mathematical Vocabulary/Symbolic Representation

  • Model
  • Diagram/Key
  • Tally chart
  • Table
  • Pair
  • Per
  • Odd/Even
  • More than (>)/Greater than (>)/Less than (<)
  • Equivalent/Equal to
  • Total/Sum
  • Sets
  • Pattern
  • 1st, 2nd, 3rd, 4th
  • Amount
  • Double

Possible Solutions

There are 8 tires.

More Accessible Version Solution

There are 6 tires.

More Challenging Version Solution

There are 16 tires.

Possible Connections

Below are some examples of mathematical connections. Your students may discover some that are not on this list.

  • Patterns: Bike +1, Tires +2.
  • 2 tires is a pair.
  • 2 tires is an even number.
  • There are more tires than bikes.
  • The student adds more bikes to extend the task.
  • Relate to a similar task and state a math link.
  • Solve more than one way to verify the answer.
  • Double the amount of bikes equals the number of tires.
  • There are 4 more tires than bikes.
  • There are 4 less bikes than tires.

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Here's What People Are Saying

The Exemplars program is designed to assess students' problem-solving and mathematical-communication skills. It also supports higher-level thinking and extension of mathematical reasoning.

S. Dement

Converse, TX

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