Crackers on a Plate
Anchor Papers:
Problem Solving
practitioner
Problem Solving Rationale
<p>The student's strategy of using a number line to show the ten crackers and how many remain on the plate works to solve the task. The student's answer, "5" is correct.</p>
Reasoning and Proof
practitioner
Reasoning Proof Rationale
<p>The student demonstrates correct reasoning of the underlying concepts of the task. The student's number line, equation, and scribing support correct understanding of a set of ten crackers and the need to subtract five crackers.</p>
Communication Level
apprentice
Communication Rationale
<p>The student correctly uses the mathematical term <i>number line</i>.</p>
Connections Level
practitioner
Connections RationaleCrackers on a Plate
<p>The student makes a mathematically relevant observation about their solution. The student states, "They will both have the same, 5, so they are happy."<br> <i>Note: The student's equation is not considered a connection. It is part of the student's thinking to arrive at five crackers still being on the plate.</i></p>
Representation
practitioner
Representation Rationale
<p>The student's number line is appropriate to the task and accurate. The student provides the label for the crackers. The scribing supports why the student stops at five and that five crackers are still on the plate.</p>