Standards-based assessment and Instruction

## Tables for a Party

Mrs. Gomez is having a party to celebrate the hard work of the students in her class. Mrs. Gomez has thirty-four students in the class. The tables in the classroom only have room for ten students to sit at each table. How many tables does Mrs. Gomez need in order to have room for all thirty-four of the students to sit? Show all of your mathematical thinking.

#### More Accessible Version

Mrs. Gomez is having a party to celebrate the hard work of the students in her class. Mrs. Gomez has twenty-eight students in the class. The tables in the classroom only have room for ten students to sit at each table. How many tables does Mrs. Gomez need in order to have room for all twenty-eight of the students to sit? Show all of your mathematical thinking.

#### More Challenging Version

Mrs. Gomez is having a party to celebrate the hard work of the students in her classes. Mrs. Gomez has fifty-two students in her classes. The tables in the room only have room for ten students to sit at each table. How many tables does Mrs. Gomez need in order to have room for all fifty-two of the students to sit? Show all of your mathematical thinking.

### Place Value Unit

The Place Value Unit involves understanding and representing the relative position, magnitude and relationships within the numeration system in order to answer questions such as:

• How can you use the additive property of place value to decompose this number?
• How can you use the multiplicative property of place value to describe the meaning of each digit in the number 654,321?
• How can you use the base ten property of place value to explain the relationship between each of the digits in the number 555,555?
• What other way(s) can you use hundred thousands, ten thousands, thousands, hundreds, tens, and ones to show this number without changing its value?

This task requires students to use place value to round whole numbers to the nearest 10. The students are also expected to add rounded numbers and compare the total to given numbers.

### TEKS Mathematical Process Standards

• 3.1A Apply mathematics to problems arising in everyday life, society, and the workplace.
• 3.1B Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.
• 3.1E The student is expected to create and use representations to organize, record, and communicate mathematical ideas.
• 3.1G Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

### Underlying Mathematical Concepts

• Rounding numbers to base-10
• Interpret remainders
• Number sense to 34

### Possible Problem-Solving Strategies

• Model (manipulatives)
• Diagram/Key
• Table
• Number line

### Possible Mathematical Vocabulary/Symbolic Representation

• Model
• Diagram/Key
• Table
• Number line
• Remainder
• Tens, ones
• Odd/Even
• Shape
• Pattern
• 4/10
• 100%
• Place value
• Per
• Estimation
• Circle, trapezoid, rectangle, square
• Equal/Unequal

### Possible Solutions

Mrs. Gomez will need 4 tables.

#### More Accessible Version Solution

Mrs. Gomez will need 3 tables.

#### More Challenging Version Solution

Mrs. Gomez will need 6 tables.

### Possible Connections

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

• Patterns: Table +1, Students +10.
• There are 6 extra seats at the 4th table.
• There are an even number of seats per table.
• 34 is 3 tens and 4 ones.
• Only 4/10 or 40% of table 4 is used.
• 100% of 3 tables are used.
• To solve the task you must round to 4 tables, even though 4 < 5.
• Solve more than one way to verify the answer.
• Show 10 students per table with other table shapes (square, triangle, circle).
• Show equal sets of students per sides of the tables.
• Show unequal sets of students per sides of the tables.

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 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
Teacher

Converse, TX

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