Tile Border
Anchor Papers:
Problem Solving
practitioner
Problem Solving Rationale
<p>The student’s strategy to use a multiplication model and a table to find the total number of tiles Mrs. Garcia needs for her border works to solve the task. The student’s use of division to find the necessary number of boxes of tiles for the kitchen border works to find the answer for the second part of the task. The student’s answer, “She needs 189 tiles, 24 boxes,” is correct. The student also indicates two correct equations in their solution.</p>
Reasoning and Proof
practitioner
Reasoning Proof Rationale
<p>The student demonstrates correct reasoning of multiplication and division with remainder to arrive at a correct answer.</p>
Communication Level
practitioner
Communication Rationale
<p>The student correctly uses the mathematical term <i>row</i> from the task. The student also correctly uses the terms <i>model, table, dozen, odd number, total</i>.</p>
Connections Level
practitioner
Connections RationaleTile Border
<p>The student makes the mathematically relevant Practitioner-level observations, “She is going to have 3 extra tiles left to use later” and “2 dozen boxes is 24 boxes.” The student does not receive Practitioner-level connection credit for identifying 189 as an odd number because the student does not contiune to relate/link this statement to an underlying concept in the task.</p>
Representation
practitioner
Representation Rationale
<p>The student’s table is appropriate and accurate. All labels are included and the entered data is correct. </p>