Standards-based assessment and Instruction

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.

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.

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.

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.

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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Explore our latest K-5 math material and begin using it in your classroom.
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## Here's What People Are Saying

Our school subscribes to the Exemplars Library. I find the formative tasks aligned to the Common Core are strong and can be easily embedded in any curriculum. Having a more accessible and more challenging version of each task provides teachers' support as they have the resources to problem solve across different levels of understanding in their classrooms … Students are enjoying the tasks and are demonstrating a deeper understanding of the underlying concepts of the standards as they apply formal math language, accurate representations and connections.

C. Hemley

Principal

PS 94
New York

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