Problem of the Month Measuring Up

Problem of the Month
Measuring Up
Task Description – Level A
This task challenges a student to read a story with a given recipe. The student is to determine how
many carrots, onions, and chunks of meat are needed to make soup for various numbers of people.
Common Core State Standards Math ‐ Content Standards
Counting and Cardinality
Know number names and the count sequence.
K.CC.2 Count forward beginning from a given number within the known sequence (instead of having
to begin at 1).
Operations and Algebraic Thinking
Understand addition as putting together and adding to, and understand subtraction as taking
apart and taking from.
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds
(e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Represent and solve problems involving addition and subtraction.
2.OA.1 Use addition and subtraction within 100 to solve one‐ and two‐step word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in
all positions, e.g., by using drawings and equations with a symbol for the unknown number to
represent the problem.
Number and Operations in Base Ten
Use place value understanding and properties of operations to add and subtract.
1.NBT.4 Add within 100, including adding a two‐digit number and a one‐digit number, and adding a
two digit number and a multiple of 10, using concrete models or drawings and strategies based on
place value, properties of operations, and/or the relationship between addition and subtraction;
relate the strategy to a written method and explain the reasoning used. Understand that in adding
two‐digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose
a ten.
Common Core State Standards Math – Standards of Mathematical Practice
MP.2 Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and their relationships in problem
situations. They bring two complementary abilities to bear on problems involving quantitative
relationships: the ability to decontextualize—to abstract a given situation and represent it
symbolically and manipulate the representing symbols as if they have a life of their own, without
necessarily attending to their referents—and the ability to contextualize, to pause as needed during
the manipulation process in order to probe into the referents for the symbols involved. Quantitative
reasoning entails habits of creating a coherent representation of the problem at hand; considering
the units involved; attending to the meaning of quantities, not just how to compute them; and
knowing and flexibly using different properties of operations and objects.
MP.3 Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously
established results in constructing arguments. They make conjectures and build a logical progression of
statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into
cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others,
and respond to the arguments of others. They reason inductively about data, making plausible arguments that
take into account the context from which the data arose. Mathematically proficient students are also able to
compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is
flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments
using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and
be correct, even though they are not generalized or made formal until later grades. Later, students learn to
determine domains to which an argument applies. Students at all grades can listen or read the arguments of
others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
CCSSM Alignment: Problem of the Month Measuring Up Page 3
© Noyce Foundation 2014.
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