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Standards-based assessment and Instruction

Differentiated Tasks

Exemplars instructional/formative assessment tasks have been differentiated to include a "more accessible" and a "more challenging" version of the original problem. This feature allows teachers to meet the needs of students at various levels as they explore and practice new math concepts.

Grade 2 Sample

Original Version of Task (click here)

Joe and Jane collect the same kinds of stuffed animals. Joe has forty-eight monkeys, twenty-five bears, and sixty-seven dogs. Jane looks at Joe's collection and says she has the same number of stuffed animals. Jane has thirty-four monkeys and fifty-eight bears. How many dogs does Jane have? Show all your mathematical thinking.

More Accessible Version (click here)

Joe and Jane collect the same kinds of stuffed animals. Joe has forty-two monkeys, twenty-one bears, and sixty-six dogs. Jane looks at Joe's collection and says she has the same number of stuffed animals. Jane has thirty-six monkeys and thirty-three bears. How many dogs does Jane have? Show all your mathematical thinking.

More Challenging Version (click here)

Joe and Jane collect the same kinds of stuffed animals. Joe has forty-eight monkeys, twenty-five bears, eighteen cats, and sixty-seven dogs. Jane looks at Joe's collection and says she has the same number of stuffed animals. Jane has thirty-four monkeys, fifty-eight bears, and twenty-eight cats. How many dogs does Jane have? Show all your mathematical thinking.

 

Click here to view the complete task.

Our teacher-friendly tasks are designed to support both the Common Core and Citywide instructional expectations. GO Math! alignments are also available.
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Here's What People Are Saying

The new Exemplars Problem Solving for Common Core is a welcome addition to the Exemplars' offerings. School districts currently searching for reliable problems to enact the spirit and content of Common Core at each grade will be delighted with this resource ... This can help teachers not only better understand the math of context -- rich problems but should also help them anticipate varied student outcomes for evaluation.

Dr. Hal Melnick

Teacher & Leader Educator

Bank Street College of Education
New York City

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