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Standards-based assessment and Instruction


Archive for the ‘Math’ Category

Exemplars Performance Materials for Mathematics Meet ESSA’s Tier 3 Standards

Monday, May 13th, 2019

Brief ESSA History

Passed in 2015, the goal of the Every Student Succeeds Act (ESSA), is to ensure that all students have access to an equitable education that fully prepares them for success in college and careers.1

ESSA incorporates the concept of “evidence-based” into legislation to ensure that the approaches and programs being implemented effectively improve educational outcomes and close achievement gaps. In order for a school or district to spend federal funds on educational products or services, ESSA requires that the product or service meets its standards.

We are pleased to announce that ReContext Data Solutions, LLC, an independent, outside research organization, has determined that Exemplars performance material in mathematics is “evidence-based” and meets ESSA’s Tier 3 standards.

To demonstrate a basis for Tier 3, ReContext Data Solutions conducted a study, in alignment with ESSA requirements, to determine the associations between the use of Exemplars products and positive outcomes for students in mathematics.

Tier 3 Study Overview

The study set out to answer the following questions:

  1. Do schools that use Exemplars products experience better student outcomes in mathematics than those that do not?
  2. Do schools that use Exemplars products for longer periods of time experience better outcomes than those that use them for shorter periods of time or those that do not use them?
  3. Are any observed gains due to confounding effect from other influences, such as student demographics, or are they more greatly associated with product use?

The study was confined to public schools within the New York City school system. All public schools in New York City were considered for inclusion in the analysis. Further, however, it was confined to schools that served at least one grade of students between grades 3 and 8 for all of the years 2016 through 2018. Data including name, location, and achievement for schools was downloaded from the New York State Education Data web site ( Data on Exemplars customers was provided by the company and includes the names of schools and the years that they used the products.

1,246 New York City public schools met the research requirements, of which 131 used Exemplars products for at least one of the studied school years. The demographic difference between the schools that used Exemplars and those that did not were minimal as illustrated in Figure 1 below.

Figure 1: Summary of characteristics of Exemplars and non-Exemplars schools. EDS – Economically Disadvantaged Students, LEP – Limited English Proficiency and IEP – Special Education Students.

Figure 2 shows the achievement of New York City schools on the NYS Mathematics Exam, based on the number of years of Exemplars product implementation.

Figure 2: Standard Deviations of Outperformance on Mean Scaled Score of NYS Mathematics Exams, based on Year of Implementation of Exemplars Products.

As evident in Figure 2, schools demonstrated higher gains the longer they used Exemplars math performance materials, with a plateau in Year 4. This can be further seen in Figure 3.

Figure 3: 2018 Percent Proficient on the NYS Math Exam by year of Exemplars implementation.

The small difference between Year 1 schools and Non-Exemplars schools is not significant, based on α testing, but the clear differences in years 2 and 3 are signs of gains in those years.

Demographic Norming

It is a well-known phenomenon that schools serving fewer students of low socioeconomic status tend to score higher on test-based aggregated measures of performance. This study evaluated the potential impact of demographic, grade span, and test variability on school performance scores. By adjusting for grade level, student demographics (EDS, IEP and ELL), and test variability, the study affirmed that the gains that schools, which use Exemplars products, cannot be explained by differences in demography or grade-level representation.

Schools that use Exemplars products for longer periods of time tend to outperform demographically similar institutions.

Results of Study

Conclusions from this study are based on the initial research questions:

  • Question 1: Do schools that use Exemplars products experience better student outcomes in mathematics than those that do not?
    • Findings: As observed on both measures of proficiency and normed-scaled score, schools that use Exemplars outperform schools that are not using the products on NY State Mathematics exams.
  • Question 2: Do schools that use Exemplars products for longer periods of time experience better outcomes than those that use them for shorter periods of time or those that do not use them?
    • Findings: The observed phenomenon gets stronger with longer use of Exemplars within a given school. We observed a plateau between years 3 and 4, but further study is warranted to determine if the benefit continues to grow beyond year 4.
  • Question 3: Are any observed gains due to the confounding effect from other influences, such as student demographics, or are they more greatly associated with product use?
    • Findings: By measuring both the demographic similarity between the control and experimental groups and by using a normed measure of performance, the study demonstrates that the benefit experienced by Exemplars schools is not due to student demographics or similar confounding variables.

Exemplars Meets ESSA Tier 3 Standards

On average, schools using Exemplars show gains on the NYS Mathematics Exams, with the steepest gains coming in years 2 and 3 of implementation. It is the opinion of ReContext Data Solutions that Exemplars Math Material has satisfied the standards of Tier 3 as set forth in the Every Student Succeeds Act. 

Performance Tasks: What’s the Point?

Tuesday, April 23rd, 2019

Written by: Jay Meadows, Exemplars Chief Education Officer & Cornelis de Groot, Ph.D., Exemplars Secondary Math Editor

Twenty-five years ago, Dr. Ross Brewer, founder of Exemplars, sat in a warm farmhouse in upstate New York with Grant Wiggins and Jay McTighe and asked a very important question, “How do we determine if students can utilize the mathematics they are learning in the classroom to address and solve the complex problems they eventually will be asked to address in the “real world?” To answer this question, these leaders of education decided to employ performance tasks with the explicit purpose of putting students in the authentic role of the problem solver.

Authentic Tasks and the Skills It Takes to Solve Them

Utilizing mathematics to solve real-world or authentic tasks requires more than the foundational skills of arithmetic and calculation. Authentic tasks require the knowledgeable utilization of a combination of several mathematical concepts. To solve these tasks, a person or team must decide on a strategy, choosing which math skills and tools to utilize and in what order. Once the team has determined their strategy and arrived at a solution, they must then design a clear explanation of their solution path, demonstrate and explain their thinking and articulate the reasonableness of their solution. In essence, students must learn to develop a persuasive argument and use precise mathematical language to provide clear mathematical evidence that supports their thinking.

These problem-solving skills are not innate to most students.

The Role of Intentional Practice

To help students prepare for the journey of becoming great problem solvers, teachers must clearly explain the purpose of solving these complex tasks so students can understand why they are being asked to work on tasks that can be more challenging then they are used to.

Solving complex problems requires intentional practice. Success with performance tasks can take time. Specific stages of student understanding can be scaffolded to work methodically towards strong products. Persistent success is not going to be found if we only give performance tasks in isolation. The trajectory to mastery of problem solving can provide a rich supplement to any curriculum. Spending time having students working in teams to develop potential solution paths and develop persuasive arguments can help develop several skills which are fundamentals of the 21st Century: Collaboration, Communication, Critical Thinking, Creativity and Problem Solving.

Why Are Performance Tasks Important?

Why do we ask students to attempt performance tasks? Creating opportunities for students to practice authentic problem-solving skills within their classrooms, in safe and supportive environments, will provide them incredible opportunities to learn to create real solutions to real problems. In this way they can develop the ability to solve the problems of the 21st Century.

Performance tasks ask students to do far more than calculations. Rich performance tasks ask students to adapt and apply their developing knowledge and understanding of mathematics, to take risks and explore possible strategies, to persevere while being flexible with their mathematical skills and understandings in their efforts to become deep mathematical thinkers.

The Importance of Marinating

In this type of learning environment, the initial instructional priority is helping students to clearly understand the task they are working to solve. This goes beyond simply highlighting keywords. Instead, we must ask students to talk with each other about the task: What are they being asked to solve, what strategies have they learned in the past that may connect to this task and help them to find a solution? What do they know and wonder from the task? This time spent marinating in the task is a foundational skill for the great problem solvers throughout history. Often the most important time spent in solving a task is the time spent carefully looking at and contemplating a task. Additional time realizing how a new task connects with something the students have done in the past can provide a strategy for getting started. “How does my prior knowledge possibly connect with this new task?”

Great problem solvers spend more time marinating in a task then in any other phase of the problem-solving process.

As students work this spring to succeed on end-of-the-year performance tasks, remember these are powerful tools for preparing them to be ready to use the math concepts and skills we spend years helping them develop. These high-level expectations will help develop a generation of great problem solvers.

Exemplars Problem Solving in Our Schools

Monday, April 22nd, 2019

Written by: Phil Sanders, Elementary Math Supervisor, Plainville Community Schools, CT

For the last three years, Plainville Community School teachers have dedicated themselves to the use of the Exemplars Problem-Solving Program. There are many reasons for this. First, it is an excellent, Common Core standard aligned, comprehensive problem-solving program. Teachers from Kindergarten to grade 5 comment most often about how it really works for their students. Principals also agree that they have seen tremendous growth in students’ ability to understand a problem, develop a plan to solve a problem and create models to show their thinking about how they solved the problem.

The Challenge

Plainville has adopted a rather unique approach to tackling the issue of students being successful on pencil-and-paper math work but falling down on problem solving. Three years ago we realized that our students were not understanding what the problem-solving tasks were asking them to do, and students often failed to develop a well-thought-out plan to solve the tasks. When examining student work, teachers saw students picking numbers out of the problem and running them through the latest algorithm. When asked to discuss their thinking, students responded with confusion or lack of understanding.

A Three-Fold Solution

Exemplars has provided us with the vehicle to tackle these seemingly insurmountable issues. The program provides standard-aligned problems that lend themselves to students being successful. Our approach was three-fold: Understanding was our focus the first year, Communication the second year and Accuracy the third year.

  1. Teachers, through their district-wide PLCs, developed slideshows based on the problems, helping to create contextual understanding of what the problem was discussing. This helped activate the UDL aspect of instruction, allowing all students to gain a foothold for their understanding.
  2. Through small group work and modeling of different problem-solving strategies, students next developed their proficiency at drawing models to communicate their thinking. All this information came directly from the Exemplars Preliminary Planning Sheets, which teachers found to be crucial to understanding all aspects of the problem.
  3. Last, we focused on accuracy and found that students were ahead of the curve. Because of their developed understanding and ability to use models, students’ overall accuracy increased tremendously.

One of the ancillary benefits to the Exemplars program is that we found students were able to have either small group (Turn and Talk) or whole group discussions about what they have learned and were able to defend their findings using evidence stemming from the Exemplars problem they had completed.

Teachers find the copious amount of information included in the Exemplars program to be extremely helpful. We have incorporated Exemplars Summative problems as end-of-topic assessments, and in grades 3–5 we have seen growth of our SBAC scores. We attribute these gains to our work with the Exemplars Problem-Solving Program.

Productive Discourse and Student Choice with Exemplars

Monday, April 22nd, 2019

Written by: Brendan Scribner, 4th Grade Teacher at the Bernice A. Ray School

For the past 21 years, I’ve enjoyed the benefits of using Exemplars math problems within my classroom. The Exemplars problems are aligned to my curriculum, promote productive discourse and enable student choice. The efficient and user-friendly website allows me to spend less time planning, and more time focusing on student sense-making, intentional sharing of student thinking, and allowing for students to debate their ideas.

Laying a Foundation for Discourse

Within my 4th grade classroom, we have established ground rules for productive student discourse. It’s important to note that this foundation is built beginning on day one of the year and slowly cultivated every day. These norms help to provide a base in which we function as a learning classroom. Students must agree with and embody the norms. Students must learn and use the talk moves. We strive to have a classroom that from an outsider perspective looks, how may I say this politely, chaotic. I strive to have my students engaged in discourse related to academic talk for a minimum of 50% of all class work. It’s important that students have ownership of the talk, and I benefit greatly as the teacher listening to the discourse and planning my moves based upon the talk in the room. With a talk structure in place, this is where the Exemplars problems shine.

Classroom Norms

Student Owned Talk Moves

The Exemplars Routine

In order to support a talk rich classroom, I need to feed the learning. The Exemplars problems are rich and engaging tasks that my students eagerly unpack. With each new unit of study, I follow an instructional routine that allows students to acquire knowledge and skills in a predictable manner.

Prior to a unit of study, I visit the Exemplars Library website and review all tasks within the standard my class will be practicing. I use the summative task as my pre/post assessment for each unit. The website features underlying mathematical concepts, possible problem-solving strategies, mathematical language and symbolic notation, a planning sheet, possible solutions, and connections. These resources are user-friendly, and help to efficiently allow you as the teacher to begin to anticipate student work that will be produced for the problems presented. It is imperative that you as the teacher solve the problem on your own, and if possible, with your teaching team as well. Unpacking the problem on your own, and with colleagues, will better prepare you for guiding discourse in your classroom.

After reviewing tasks, and administering the summative as a pre-assessment, I collate all the “more challenging versions” into one condensed handout. For a recent unit: Arrays, Factors, and Multiplicative Comparison, we focused on standards 4.OA.B.4, 4.OA.A.2. As such, we used Dog Years, Feeding Lizards and Frogs, A Jumping Good Time, Making Cakes, Boxes for Mini Muffins, The Fitness Center, Hot Dogs and Buns for Friends, Marching Ants, Posters, Puppet Shows, and Snacks on the Playground. I gathered all the problems listed for these standards within one student handout. Students have a choice of which problems they attempt to solve. Students must solve at least four, then select one of the four to present to the class. To prepare the students I engage them in unpacking the grade level version of Dog Years, using a gradual release of the problem to promote contextual understanding, student engagement, and discourse.

Here is an example of how this release occurs:

Task: Dog Years

It is said that dogs age seven years for every “people year.” Mason’s dog, Shep, was born on Mason’s eighth birthday. When Mason was nine years old, Shep was seven dog years old. If Shep is fifty-six dog years old, how old is Mason? Show all your mathematical thinking.

  •  Slide1: It is said that dogs age seven years for every “people year.”
    • What do you notice?
    • Tell me 3 things about dog or people years.
  •  Slide 2:  Mason’s dog, Shep, was born on Mason’s eighth birthday.
    • Now what do you notice?
    • Are the ages of Shep and Mason a lot or a little different?
  • Slide 3: When Mason was nine years old, Shep was seven dog years old. In dog years, how old will Shep be on Mason’s twelfth birthday?
    • What do you wonder?
    • What’s the solution?
    • Estimate, how many more/less?

Scribed class anchor chart

Using a gradual release supported by classroom norms and talk moves allows for a rich and vibrant launch into problem solving. Students apply their understandings and have time to listen to all class discourse.

As the facilitator of this conversation, I scribe a class anchor chart solution for the problem. This typically includes all of the possible solutions offered on the Exemplars site. This anchor is critical as it models how we want each student to show their thinking within their math journals for every problem opportunity.

As our discussion reaches a class consensus on a solution, I then have students begin working on the Exemplars problems for the unit of study. Students will work on problems in math class each day for a part of each class session. The first two class sessions are independent work time. During the remaining class sessions, students partner with peers to engage in shared thinking time. This includes a review of work they have done alone, as well as some time working on the same problem. Again, talk moves are leveraged during partner work. After 5–7 class periods, we will begin the process of sharing our thinking.

Strategy Share Planner

In order to engage our classroom in a thoughtful and comprehensive review of the Exemplars problems, I use a strategy share planner. Students have worked toward completing at least four (many students complete all) of the problems, and now select one to share with the class. The share time often comes outside of math class. We have used snack and lunchtime effectively to ensure that we come to closure on our problems and hear from all students equitably.


We methodically review all problems solved by the class sequentially through the handout. If more than one student chose a problem, we take turns sharing each solution. This usually means we have sustained, in-depth discussions about most of the problems within the standard. This engaged sense-making opportunity allows all to share thinking, and ultimately affords us rich debates about problem-solving strategies used by all students.

Students Create Their Own Problems

A particular draw for students is the creation of their own original problem. As a result of our process of discourse, gradual release of the anchor problem, student choice, and sharing, students are typically very ready to craft their own story problems. Students write their problem and then solve them. I encourage them to use the Exemplars problem as a template. My students love to transfer their understanding and apply their developing ideas to a context that is part of their everyday life.

Using the Exemplars platform of problems has enriched my teaching practice. The resource-rich website offers readily available story problems that engage students in the practice of making sense of the world around them and appreciate that math really is everywhere. I have noticed that the intentional gradual release of problems, shared ownership of talk moves, embedded classrooms norms, and use of a strategic planner have enhanced my students’ enjoyment and success with problem-solving. I look forward to continuing to make sense of Exemplars problems with my students for many more years.

How PS 12, the Dr. Jacqueline Peek-Davis School, Took Student Math Scores “Ahead of the Pack”

Tuesday, December 11th, 2018

Exemplars changed my teaching,” says one teacher at Brooklyn’s PS 12, the Dr. Jacqueline Peek-Davis School. And it changed the school’s learning outcomes, too: So substantial were its improvements in math scale scores that it made New York City’s top 10 list of positive percentage changes for 2017.

Why do the school’s educators attribute that to Exemplars? Aldine Finnikin-Charles, a special education teacher at Brooklyn’s PS 12, credits the problem-solving procedure students learn as they work through our tasks. “That’s the best thing for them,” she says. “Exemplars changed the way my students look at problems and how they unpack them.” Challenging students with complex multi-step tasks, Problem Solving for the 21st Century: Built for the Common Core gives them a robust framework for developing solutions — so they’re well equipped to tackle such problems on standardized tests.

LaToya Garcia, assistant principal and former teacher at PS 12, cites the practice students get through regular classroom use. “Students in previous years had struggled with the test’s open response questions and the writing that was required with the math,” she says. That changed with Exemplars, since every task challenges students to communicate their thinking. “Exemplars really gives them the practice and support that they need,” says LaToya, “not only to be able to solve the problem, but also to solve it using multiple strategies, critically think about how they could expand the problem, and explain their thinking in a precise way.”

Nyree Dixon, the school’s principal during the 2017-2018 school year, says one of the keys to PS 12’s improvements has been Exemplars’ impact on student self-assessment. With Exemplars standards-based rubric to support them, she says, “Our children are not waiting for the teacher. They’re not waiting for ‘authority’ or a supervisor. They’re assessing their work themselves, and aligning it to the rubric.” As they do this, they develop critical skills of self-assessment and metacognition, which puts them, Nyree says simply, “ahead of the pack” — and enjoying a real improvement in learning outcomes, too.

We thank the Brooklyn PS 12 team for making us part of their school’s top 10 story, and for sharing their thoughts about how Exemplars helps their students succeed. 

A Mindset Shift in Problem Solving

Monday, October 1st, 2018

By: LaToya Garcia, Asst. Principal, & Kimberly Naidu, Third Grade Teacher, at P.S. 12, Brooklyn, NY

Exemplars Problem Solving Procedure has demonstrated that students can be very creative when they are allowed to choose their own methods for solving mathematical problems. Many educators, we believe, focus on enhancing mathematics skills to meet academic expectations, but fail to promote more critical thinking. Without the ability to inquire while thinking, students will not learn to make decisions.

At our school, Exemplars has given students the opportunity to learn from one another and provide opportunities to use multiple solution strategies for the same problem. The Problem Solving Procedure has supported students in understanding a problem, identifying a strategy to use, solve the problem, communicate findings in words, and trying to solve a problem in another way.

Exemplars has also helped to prepare our teachers for a more cognitively guided instruction. Our goal was to modify our current curriculum to help students become mathematically literate citizens. We realized that problem solving wasn’t about knowing the solution to the problem, it was about understanding that knowledge. In order to enhance learning, our teachers use a student’s prior knowledge, transfer that information to new situations and organize their students’ knowledge using model-based problems from the Exemplars Library. Teachers are able to plan activities to help students build their mathematical knowledge through problem solving and reflect on the process of mathematical problem solving. Our teachers find that students connect different meanings, interpretations and relationships to the four operations in math.

Our training with Exemplars helped to develop a more differentiated learning environment as well. We now integrate mathematics across our curriculum. For example, teachers use more math read-alouds in the classroom as a visual interpretation of mathematical problems. Teachers modify problems from the Exemplars Library by simply changing the character’s name to one students recognized from a literacy lesson. Students are also provided with manipulatives to show math situations. Manipulatives and other mathematical tools are made apart of our daily routines. Materials are made accessible in math centers and students are encouraged to self-select resources when needed. Our entire school community understands that our students need to improve in the area of communication. Students practice using math language to explain what they did while solving a problem and represent their math thinking through drawings and diagrams.

Exemplars has helped to guide and organize our students’ thought processes–a skill that can be transferred to all content areas. Throughout the school, students have begun to recognize the positive impact of a problem-solving strategy guided by specific steps. A third-grade student Michael C. commented, “Exemplars is fun. It helps you to do math and writing. While you’re doing Exemplars, you can also work on your writing.” Another third-grade student Desayee S. said, “What I like about Exemplars math is that it helps me to practice using different strategies for math, like diagrams, models and tables.”

Additionally, Exemplars has led to an increase in student-to-student conversation in students who had previously shied away from mathematics and students who are currently learning English as a second language.

As the year continues and students become even more experienced Exemplars math problem-solvers, we anticipate an improvement in students’ critical thinking and problem-solving skills. Students have already begun to develop a love for mathematics and are learning to persevere until they arrive at their answer.



10 Things Educators Love About Exemplars, Plus 1 Big Bonus

Monday, October 1st, 2018

We asked a powerhouse teaching team to share their Exemplars experience. In an inspirational conversation, a panel of educators at Brooklyn’s PS 12 offered ten amazing ways that using Exemplars has transformed their school.

1. It encourages students to be flexible and creative in their approach to solving problems. “My students love the freedom Exemplars tasks give them,” says Kimberly Naidu, a third-grade teacher. “They’re never forced to use a specific strategy. They can create one or use one they’ve learned before.”

2. It builds students’ math vocabulary. Aldine Finnikin-Charles, an experienced special education teacher, says, “My students are always using math nicknames,” says Aldine, “so the tasks that require them to use at least two math vocabulary terms really help them a lot.”

3. It helps students become capable peer and self-assessors. PS 12 teachers ask students to consider their own work alongside Exemplars anchor papers. “It really helps them get a good understanding of how to meet the standard,” says Kimberly. “They see exactly what needs to be done.”

4. It spurs students to demonstrate their understanding. They learn to communicate their ideas clearly and effectively. Plus, it’s fun, says Cherron Knight, who teaches grades 4 and 5: “Our students love showing their strategies. They can always argue, ‘Why did you use that strategy?’ They love that part, explaining what they think.”

5. It motivates students to make new mathematical connections. “When kids bring their work up to me, I say, ‘Go back and see what else you can do. What’s a different way of showing it?’ They find that enjoyable,” says Kimberly, “because they can always do it another way.”

6. It lets students practice a process for solving problems — so they can internalize it and apply it to every task. “That’s the greatest thing,” says Aldine, “the best thing for them. They are able to become reflective thinkers.”

7. It gives students a clear understanding of what kind of work meets the standards. Kimberly says, “They really want to become Experts,” and because of the Exemplars rubric, “they know exactly what needs to be done to achieve that level.”

8. It empowers students as peer and self-assessors. With what Principal Nyree Dixon calls “these amazing rubrics” that are at the heart of Problem Solving for the 21st Century, “they’re not waiting for the teacher,” she says. “They are not waiting for quote-unquote ‘authority.’ They are assessing their work themselves,” and experiencing the benefits.

9. It inspires students to grow as problem solvers — and as leaders, too. When kids solve Exemplars tasks in a problem-solving classroom, they become the experts. And they become skilled collaborators and advocates, Nyree says. “They’re learning to work together and disagree or agree,” she explains. “They’re learning to take a stance and defend their responses and answers.”

10. It helps educators establish a classroom culture of problem solving. In a lot of schools, this constitutes a major shift in thinking. “We went through growing pains. We still do,” Nyree says. “We have to keep our minds open and be willing and ready to learn.” And we’re there to help them every step of the way. After all, every teacher in every school should be able to say, as Nyree does, “We do not ever, ever, ever lower our expectations.”

The PS 12 team reported another benefit, too: Their students made a dramatic jump in math scores on standardized tests, an improvement they attribute to Exemplars — but more importantly, students made enormous strides forward as problem solvers.

“I think Exemplars did a really, really good job in helping the students to think critically about the math that they were learning,” says LaToya Garcia, Assistant Principal. “Exemplars really gave them the practice and support that they needed to be able to not only solve the problem but also to solve it using multiple strategies, critically think about how they could expand the problem, and explain their thinking in a precise way.”

Our thanks to the team at PS 12 for sharing their insights. We’re thrilled to be a part of your students’ success.

Understanding Mathematical Connections at the First Grade Level

Thursday, March 29th, 2018

Written By: Deborah Armitage, M.Ed., Exemplars Math Consultant

In today’s post, we’ll look at a first-grade student’s solution for the task, “Pictures on the Wall.” This anchor paper demonstrates the criteria for Problem Solving, Reasoning and Proof, Communication, Connections and Representation from the Exemplars assessment rubric. It also shows a solution that goes beyond arithmetic calculation and provides the evidence that a student can reflect on and apply mathematical connections. The beauty of mathematical connections is that they often begin with the other four rubric criteria. In other words, the Exemplars rubric provides multiple opportunities for a student to connect mathematically!

In this piece of student work, you’ll also notice that the teacher has “scribed” the student’s oral explanation. Scribing allows teachers to fully capture the mathematical reasoning of early writers.

This blog will offer tips for the type of instructional support a teacher may provide during this learning time as well as the type of support students may give each other. Teacher support may range from offering direct instruction to determining if a student independently included mathematical connections in her or his solution. After reading this post, give the task a try in your own classroom along with the Exemplars rubric. You may view other Exemplars tasks here.

First Grade Task: Pictures on the Wall

There are sixteen pictures on a wall. The art teacher wants to take all the pictures off the wall to put up new pictures. The art teacher takes seven pictures off the wall. How many more pictures does the art teacher have to take off the wall? Show all your mathematical thinking.

Common Core Alignments

  • Content Standard 1.OA.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
  • Mathematical Practices: MP1, MP3, MP4, MP5, MP6

Understanding Mathematical Connections at the Third Grade Level

Thursday, March 29th, 2018

Written By: Deborah Armitage, M.Ed., Exemplars Math Consultant

In today’s post, we’ll look at a third-grade student’s solution for the task “Bracelets to Sell.” This task is one of a number of Exemplars tasks aligned to the Operations and Algebraic Thinking Standard 3.OA.3. It would be given toward the end of the learning time dedicated to this standard.

In addition to demonstrating the Exemplars criteria for Problem Solving, Reasoning and Proof, Communication, Connections and Representation from the assessment rubric, this anchor paper shows evidence that students can reflect on and apply mathematical connections successfully. For many students, mathematical connections begin with the other four criteria of the Exemplars rubric, regardless of their grade.

After reviewing our scoring rationales below, be sure to check out the tips for instructional support. Try these in your classroom along with the sample task and the Exemplars assessment rubric. How many mathematical connections can your students come up with?

3rd Grade Task: Bracelets to Sell

Kathy has thirty-six bracelets to sell in her store. Kathy wants to display the bracelets in rows on a shelf. Kathy wants to have the same number of bracelets in each row. What are four different ways Kathy can display the bracelets in rows on the shelf? Each bracelet costs three dollars. If Kathy sells all the bracelets, how much money will she make? Show all of your mathematical thinking.

 Common Core Alignments

  • Content Standard 3.OA.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
  • Mathematical Practices: MP1, MP3, MP4, MP5, MP6

Understanding Mathematical Connections at the Fifth Grade Level

Thursday, March 29th, 2018

Written By: Deborah Armitage, M.Ed., Exemplars Math Consultant

In today’s post, we’ll look at a fifth grade student’s solution for the task “Seashells for Lydia.” This task is one of a number of Exemplars tasks aligned to the Number and Operations in Base Ten standard 5.NBT.2. It would be given toward the end of the learning time dedicated to this standard.

In addition to demonstrating the Exemplars criteria for Problem Solving, Reasoning and Proof, Communication, Connections and Representation from the assessment rubric, this anchor paper shows evidence that students can reflect on and apply mathematical connections successfully. For many students, mathematical connections begin with the other four criteria of the Exemplars rubric, regardless of their grade.

After reviewing our scoring rationales below, be sure to check out the tips for instructional support. Try these along with the task and the Exemplars assessment rubric in your classroom. How many mathematical connections can your students come up with?

5th Grade Task: Seashells for Lydia

Lydia started collecting seashells when she was five years old. At age seven, Lydia had 12(10)2 seashells. At age nine, Lydia had 24(10)2 seashells. At age eleven, Lydia had 48(10)2 seashells. Lydia wants to collect 75(10)3 seashells. Lydia continues to collect seashells at the same rate. How old will Lydia be when she has 75(10)3 seashells? Show all of your mathematical thinking.

Common Core Alignments

  • Content Standard 5.NBT.2: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
  • Mathematical Practices: MP1, MP3, MP4, MP5, MP6, MP7

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