## Description

- Overview:
- This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

- Level:
- Lower Primary, Upper Primary, Middle School, High School, Career / Technical
- Grades:
- Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12
- Material Type:
- Activity/Lab, Assessment, Homework/Assignment, Lesson Plan
- Provider:
- National Association of State Directors of Career Technical Education Consortium
- Provider Set:
- Career Technical Education
- Date Added:
- 03/05/2012

- License:
- Creative Commons Attribution-NonCommercial-ShareAlike 3.0
- Language:
- English
- Media Format:
- Downloadable docs, Text/HTML

## Standards

# Common Core State Standards Math

Grades 9-12,Geometry: Modeling with GeometryCluster: Apply geometric concepts in modeling situations

Standard: Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).*

Degree of Alignment: 3 Superior (1 user)

Cluster: Mathematical practices

Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students 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.

Degree of Alignment: 3 Superior (1 user)

Cluster: Mathematical practices

Standard: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Degree of Alignment: 3 Superior (1 user)

Cluster: Mathematical practices

Standard: Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

Degree of Alignment: 3 Superior (1 user)

# Common Core State Standards Math

Grade 6,Ratios and Proportional RelationshipsCluster: Understand ratio concepts and use ratio reasoning to solve problems

Standard: Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

Degree of Alignment: 3 Superior (2 users)

# Common Core State Standards Math

Grades 9-12,Number and Quantity: QuantitiesCluster: Reason quantitatively and use units to solve problems

Standard: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.*

Degree of Alignment: 3 Superior (1 user)

Cluster: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers

Standard: Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)

Degree of Alignment: 3 Superior (2 users)

Cluster: Draw, construct, and describe geometrical figures and describe the relationships between them.

Standard: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

Degree of Alignment: 2.5 Superior (2 users)

# Common Core State Standards Math

Grade 7,Ratios and Proportional RelationshipsCluster: Analyze proportional relationships and use them to solve real-world and mathematical problems

Standard: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

Degree of Alignment: 2.5 Superior (2 users)

Cluster: Mathematical practices

Standard: Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

Degree of Alignment: 2 Strong (1 user)

Learning Domain: Geometry: Modeling with Geometry

Standard: Apply geometric concepts in modeling situations

Indicator: Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).*

Degree of Alignment: Not Rated (0 users)

Learning Domain: The Number System

Standard: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers

Indicator: Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)

Degree of Alignment: Not Rated (0 users)

Learning Domain: Number and Quantity: Quantities

Standard: Reason quantitatively and use units to solve problems

Indicator: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.*

Degree of Alignment: Not Rated (0 users)

Learning Domain: Ratios and Proportional Relationships

Standard: Analyze proportional relationships and use them to solve real-world and mathematical problems

Indicator: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Geometry

Standard: Draw, construct, and describe geometrical figures and describe the relationships between them.

Indicator: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Mathematical practices

Indicator: Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Ratios and Proportional Relationships

Standard: Understand ratio concepts and use ratio reasoning to solve problems

Indicator: Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Mathematical practices

Indicator: Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Mathematical practices

Indicator: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize"Óto 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"Óand 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Mathematical practices

Indicator: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?"ť They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Degree of Alignment: Not Rated (0 users)

## Evaluations

# Achieve OER

Average Score (3 Points Possible)Degree of Alignment | 2.8 (2 users) |

Quality of Explanation of the Subject Matter | 2 (2 users) |

Utility of Materials Designed to Support Teaching | 3 (2 users) |

Quality of Assessments | 3 (1 user) |

Quality of Technological Interactivity | N/A |

Quality of Instructional and Practice Exercises | N/A |

Opportunities for Deeper Learning | 2 (1 user) |

# Tags (19)

- Mathematics
- Career and Technical Education
- Geometry and measures
- Business Math
- Career Readiness
- CCSS CTE
- Common Core
- Common Core ELA Tasks
- Common Core Lessons
- Common Core Math Tasks
- CTE
- Design Thinking
- Geometry
- Project-based Math
- Ratios and Proportions
- Real World Math
- Technical Reading
- Technical Writing
- Math Literacy Lessons

## Comments