Sharing Muffins
Anchor Papers:
Problem Solving
practitioner
Problem Solving Rationale
<p>The student's strategy of using a table to show the friends, muffins, total of 12 muffins, and total mixed numbers of muffins, works to solve the task. The student's answer, "12 muffins," is correct.</p>
Reasoning and Proof
practitioner
Reasoning Proof Rationale
<p>The student demonstrates correct understanding of the underlying mathematical concepts of whole, fractional parts of a whole, and addition of fractions to find a total amount of muffins.</p>
Communication Level
practitioner
Communication Rationale
<p>The student correctly uses the mathematical terms <i>table, total, key, equals, dozen, whole number, equivalent</i>. The student correctly uses the mathematical notation 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 1 1/3, 2 2/3, 3 3/3, 5 1/3, 6 2/3, 7 3/3, 9 1/3, 10 2/3, 11 3/3, 4/3, 9/3, 16/3, 20/3, 24/3, 28/3, 32/3, 36/3, 13 1/3, 14 2/3, 15 3/3.</p>
Connections Level
practitioner
Connections RationaleSharing Muffins
<p>The student makes the mathematically relevant observations, "12 is a dozen," and, "15 3/3 = 16 is called equivalent." The student recreates the task to continue to the next whole number of muffins and discovers that it is sixteen muffins. The student states, "I will keep going the next whole number of muffins." and, "It is 16 muffins."</p>
Representation
practitioner
Representation Rationale
<p>The student's first table is appropriate but not accurate. The third row for total improper fractions should read 12/3 and not 9/3. The student's second table is appropriate and accurate. Both tables have an accurate title and the labels for each column are correct. Only one representation out of two, three, etc. needs to be appropriate and accurate to be assessed the Practitioner Level.</p>