# Gingerbread Men

Gina is making six gingerbread men. Gina needs raisins for each gingerbread man's eyes. How many raisins does Gina need to make six gingerbread men? Show and tell how you know.

## Plan

#### Underlying Mathematical Concepts

#### Possible Problem-Solving Strategies

#### Formal Mathematical Language and Symbolic Notation

A student may independently select a printed number line, number chart, ten frames, graph paper, etc. as they work on a task.

### Possible Solutions

## Solutions tabs

### Assess

### Anchor Papers

#### Novice 1

### Scoring Rationale

#### Problem Solving

#### Novice

The student's strategy of drawing only one gingerbread man and himself does not work to solve the task.

#### Reasoning & Proof

#### Novice

The student's solution does not demonstrate understanding of the underlying mathematics of the task. The student does not indicate Gina's six gingerbread men and a total of 12 raisins for eyes.

#### Communication

#### Novice

The student is not given credit for the mathematical term *diagram*. The student is drawing a picture of his gingerbread man and himself. The scribing supports that the student is not addressing Gina's six gingerbread men.

#### Connections

#### Novice

The student does not include a connection in her/his solution.

#### Representation

#### Novice

The student does not provide any representation to support the underlying mathematics in the task.

#### Overall Achievement Level:

#### Novice

#### Novice 2

### Scoring Rationale

#### Problem Solving

#### Practitioner

The student's strategy of making a diagram of six gingerbread men with 12 raisin eyes works to solve the task. The student indicates a correct answer, "12," and states, "This is my answer, 12 raisins." A student will often use the letter "A" to represent the word *answer*.

#### Reasoning & Proof

#### Practitioner

The student's diagram is adequate and systematic to support her/his reasoning and proof.

#### Communication

#### Novice

The student does not use any mathematical language in her/his solution.

#### Connections

#### Novice

The student does not include a connection in her/his solution.

#### Representation

#### Practitioner

The student's diagram is appropriate and accurate. Necessary labels for gingerbread man and raisins are provided in the scribing.

#### Overall Achievement Level:

#### Novice

#### Apprentice 1

### Scoring Rationale

#### Problem Solving

#### Practitioner

The student's strategy of making a diagram of six gingerbread men and using 12 raisins for eyes works to solve the task. The student states a correct answer,"Gina has 12 raisins."

#### Reasoning & Proof

#### Practitioner

The student's diagram is adequate and systematic to support her/his reasoning and proof.

#### Communication

#### Apprentice

The student correctly uses the mathematical term *diagram*.

#### Connections

#### Novice

The student does not include a connection in her/his solution. The comment, "I do not like raisins," is not mathematically relevant and cannot be considered an attempt at a mathematical connection.

#### Representation

#### Practitioner

The student's diagram is appropriate and accurate. Necessary labels for gingerbread "people" and raisins are provided in the scribing.

#### Overall Achievement Level:

#### Apprentice

The overall achievement level for this piece of student work falls under Exemplars exception to the rule category. If a student has all Apprentice scores or above, but a Novice in "Connections," the student may still receive an achievement level score of Apprentice. To learn more about Exemplars scoring, please refer to the section of your dashboard called "Tools for Success" and click on the link for “Using the Assessment Rubric.”

#### Apprentice 2

### Scoring Rationale

#### Problem Solving

#### Practitioner

The student's strategy of making a diagram of six gingerbread men with 12 raisin eyes works to solve the task. The student states a correct answer, "12 raisins." Students often put a circle around an "A" to indicate the word *answer*.

#### Reasoning & Proof

#### Practitioner

The student's diagram is adequate and systematic to support her/his reasoning and proof. A key and scribing is provided to define the gingerbread men and the raisins.

#### Communication

#### Practitioner

The student correctly uses the mathematical terms *diagram*, *key*.

#### Connections

#### Novice

The student does not include a connection in her/his solution.

#### Representation

#### Practitioner

The student's diagram is appropriate and accurate. A key is provided for the gingerbread men, and the raisins for eyes are provided in the scribing.

#### Overall Achievement Level:

#### Apprentice

The overall achievement level for this piece of student work falls under Exemplars exception to the rule category. If a student has all Apprentice scores or above, but a Novice in "Connections," the student may still receive an achievement level score of Apprentice. To learn more about Exemplars scoring, please refer to the section of your dashboard called "Tools for Success" and click on the link for “Using the Assessment Rubric.”

#### Apprentice 3

### Scoring Rationale

#### Problem Solving

#### Practitioner

The student's strategy of making a diagram of six gingerbread men on a plate and using 12 raisins for eyes works to solve the task. The student indicates a correct answer, "12," and states, "She needs 12 raisins."

#### Reasoning & Proof

#### Practitioner

The student's diagram is adequate and systematic to support her/his reasoning and proof.

#### Communication

#### Apprentice

The student correctly uses the mathematical term *diagram*.

#### Connections

#### Practitioner

The student makes a mathematically relevant connection by finding the number of raisins needed for seven gingerbread men and stated, "If she makes a new one it is 13, 14—14 raisins."

#### Representation

#### Practitioner

The student's diagram is appropriate and accurate. Necessary labels for gingerbread men and raisins are provided in the scribing.

#### Overall Achievement Level:

#### Apprentice

#### Practitioner 1

### Scoring Rationale

#### Problem Solving

#### Practitioner

The student's strategy of making a diagram of six gingerbread men faces and 12 raisin eyes works to solve the task. The student indicates a correct answer, "dozen, 12," and states, "I got 12 raisins."

#### Reasoning & Proof

#### Practitioner

The student has a systematic approach and the diagram supports her/his thinking.

#### Communication

#### Practitioner

The student correctly uses the mathematical terms *diagram*, *dozen*, *pair*.

#### Connections

#### Practitioner

The student makes the relevant observations, "It's a dozen," and, "This says pair. They have a pair of eyes. We do too."

#### Representation

#### Practitioner

The student's diagram is appropriate and accurate. Necessary labels for the gingerbread men and the raisins for eyes are provided in the scribing.

#### Overall Achievement Level:

#### Practitioner

#### Practitioner 2

### Scoring Rationale

#### Problem Solving

#### Practitioner

The student's strategy of making a diagram of six gingerbread men and 12 raisin eyes works to solve the task. The student indicates a correct answer, "12" and states, "See, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 raisins for the eyes," in scribing.

#### Reasoning & Proof

#### Practitioner

The student has a systematic approach and the diagram supports her/his thinking.

#### Communication

#### Practitioner

The student correctly uses the mathematical terms *diagram*, *key*, *more than*.

#### Connections

#### Practitioner

The student recreates the problem by adding raisin buttons and states, "I made raisin buttons, I got 18. That is more than the eyes."

#### Representation

#### Practitioner

The student's diagram is appropriate and accurate. A key is provided for the gingerbread men, and the raisins are defined in the scribing

#### Overall Achievement Level:

#### Practitioner

#### Practitioner 3

### Scoring Rationale

#### Problem Solving

#### Practitioner

The student's strategy of gluing paper "gingerbread men," on her/his paper and adding the raisin eyes works to solve this task. The student states a correct answer, "My answer is 12 raisins."

#### Reasoning & Proof

#### Practitioner

The student has a systematic approach and the diagram supports her/his thinking.

#### Communication

#### Practitioner

The student correctly uses two mathematical terms *diagram*, *more*.

#### Connections

#### Practitioner

The student makes the mathematical relevant observation, "She gots more raisins than gingerbread mans."

#### Representation

#### Practitioner

The student's diagram is appropriate and accurate. A key is provided for the raisins and the gingerbread men in the scribing.

#### Overall Achievement Level:

#### Practitioner

#### Expert 1

### Scoring Rationale

#### Problem Solving

#### Expert

The student's strategy of making a diagram of six gingerbread men and 12 raisins for eyes works to solve the task. The student indicates a correct answer, "12." The student then uses an alternative strategy of a table to show the six gingerbread men and 12 raisins for eyes. The student relates this task to a previous, completed problem.

#### Reasoning & Proof

#### Expert

The student creates a table to verify her/his answer of twelve raisins. The student also relates the problem to a previous, completed task and links the mathematical similarities.

#### Communication

#### Expert

The student correctly uses the mathematical terms *diagram*, *key*, *dozen*, *pair*, *table*, *pattern*.

#### Connections

#### Expert

The student makes the mathematically relevant Practitioner observations, "Pair of eyes," "Dozen is 12." The student states "2 raisins is a pair," and "I did the add 2 pattern." The student also recreates the task by adding her/his own gingerbread man for a total of "14," and states, "I did one for me. Now it is 14 raisins." The student makes an Expert connection by verifying her/his own answer by creating a table and stating, "This is called correct because I got 12 again." The student makes an additional Expert connection by relating the Gingerbread Man task to a task done in the past that involved counting dog legs. "We did that when we counted 3 dogs legs. That table was hard because I did 4, 8, 12 on it."

#### Representation

#### Expert

The student's diagram is appropriate and accurate. The key and the scribings provide all necessary labels. The student's table is appropriate and accurate with all necessary labels included.