Standards-based assessment and Instruction

# Math K-2

## Measuring A Tulip

Last fall, Mr. Park’s class planted tulip bulbs in the school flower garden. In the spring, when the tulips poked through the soil, the students chose 1 tulip to measure every week. The 1st week, the tulip they chose to measure was 2 inches tall. The 2nd week, the tulip was 4 inches tall. The 3rd week, the tulip was 6 inches tall. When was the tulip 12 inches tall?

### Alternative Versions of the Task

#### More Accessible Version:

Last fall, Mr. Park’s class planted tulip bulbs in the school flower garden. In the spring, when the tulips poked through the soil, the students chose 1 tulip to measure every week. The 1st week, the tulip they chose to measure was 2 inches tall. The 2nd week the tulip was 4 inches tall. The 3rd week the tulip was 6 inches tall. How tall was the tulip the 4th week? The 5th week? The 6th week?

#### More Challenging Version:

Last fall, Mr. Park’s class planted tulip bulbs in the school flower garden. In the spring, when the tulips poked through the soil, the students chose 1 tulip to measure every week. The 1st week, the tulip they chose to measure was 2.5 inches tall. The 2nd week the tulip was 5 inches tall. The 3rd week the tulip was 7.5 inches tall. When was the tulip 12.5 inches tall?

### NCTM Content Standards and Evidence

#### Algebra Standards for Grades Pre K–2

Instructional programs from pre-kindergarten through grade 12 should enable all students to ...

• Understand patterns, relations, and functions
• NCTM Evidence: Recognize, describe, and extend patterns such as sequences of sounds and shapes or simple numeric patterns and translate from one representation to another.
• Exemplars Task-Specific Evidence: This task requires students to recognize and extend the pattern that the bulb grows two inches each week.
• Analyze change in various contexts
• NCTM Evidence: Describe quantitative change, such as a student’s growing two inches in one year.
• Exemplars Task-Specific Evidence: This task requires students to recognize the quantitative change that the bulb grows two inches each week.

### Time/Context/Qualifiers/Tip(s) From Piloting Teacher

This is a short-length task. The class that piloted this task was studying plants. They had planted tulip bulbs and put them in a closet to “force” them to appear in the spring. Students had done other tasks around measuring soil and weighing bulbs before being presented with this task.

This task would link well to a unit on spring, on planting bulbs or a unit on parts of a flower.

### Common Strategies Used to Solve This Task

Most students create a chart to successfully solve this task.

### Possible Solutions

#### Original Version:

On week six the bulb will be 12 inches tall.

#### More Accessible Version:

On the fourth week the bulb will be eight inches tall. On the fifth week the bulb will be 10 inches tall. On the sixth week the bulb will be 12 inches tall.

#### More Challenging Version:

On the fifth week the bulb will be 12.5 inches high.

General Notes: This task lends itself well to students using a chart as a problem-solving strategy, and then identifying and extending a pattern to obtain a solution. Math language will be limited to the wording presented in the problem. Additionally the word “pattern” or “counting by twos” will be used to communicate the solution.

Click on a level for student example.
Novice The Novice will not mathematically engage in the task, but will focus on drawing flowers or other doodles. Some rewording of the task or noting the data presented in the task may be used, but the solution will not proceed beyond that.
Apprentice The Apprentice will have an approach that will work, but an error will occur in determining a solution, such as confusing the need to find 12 inches versus 12 weeks. The student may also not be able to extend the pattern, or identify a correct solution from correct work.
Practitioner The Practitioner will achieve a correct answer of six weeks. All work will be shown and labeled. The Practitioner will also identify the pattern presented in the task.
Expert The Expert will demonstrate prior knowledge of measurement when solving the task, and will extend this knowledge to present the solution in a more simplified form (1 foot instead of 12 inches). The Expert will communicate clearly the approach and reasoning used to the audience. Representations will be accurate and complete.

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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