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Task Analysis
Task Analysis
Task Analysis
Katherine Figueroa
Task Analysis
Description of task
The following word problem was written on a sheet and also read to 24 first
grade students in a first grade class:
Daisy was reading a book. She read 6 pages on the first night, 5 pages on the
next night and 4 pages the following night. How many pages did she read?
Students were then asked to answer the question and show their work.
The task given to students is aligned with the following standard:
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction
within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4
= 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 =
10 - 1 = 9); using the relationship between addition and subtraction (e.g.,
knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6
+ 1 = 12 + 1 = 13).
This task allows for demonstration of conceptual understanding and procedural
fluency. Conceptual understanding is demonstrated through the use of drawings
to represent the different addends. Examples of possible representations are
circles, tally marks, squares, and pages of a book. The different representations
allow students to visually show differences of each addends quantities or the
similarities in how addends can be connected. Another way conceptual
understanding is demonstrated in this task is through the use of relationships. An
example is number bonds. Number bonds show a relationship between the
addends (parts) that add up to a total (whole).
The task also allows for demonstration of procedural fluency. Procedural fluency
is demonstrated by
Sophisticated
Students will
write an
Transitional
Students will create
a model and/ or
Beginner
Students will
attempt to use a
Figueroa 2
equation, make a
model or a
number bond to
correctly
represent the 3
addends.
Students will
have 3 addends
that they
added together
to obtain the
total.
Students will
have the correct
total of the
addends.
equation
representing the 3
addends correctly.
model or an
equation.
Figueroa 3
addends and knew that they needed to perform addition to get their total. All of
the students added correctly to obtain an answer of 15.
Three fourths of the class, 18 out of 24 students, successfully completed the task
at a sophisticated level. Through a re-engagement lesson, I would work to help
all students understand how to solve word problems with three addends. The
students with beginner responses need to first identify what the three numbers in
the problem are and then what operation to do with them. I would make the focus
of the lesson identifying the addends in the word problem to create a model,
equation or number bond to solve it. Since we are working on addends, I would
emphasize that the numbers need to be added together and that we need to use
the plus sign. This will help the student that subtracted the answers. As we read
the word problems, I will underline the numbers so that the children see the
numbers they should use in their equation. It will help all the students, especially
the ones that used different numbers in their equations, to underline the numbers
in the problem and refer back to them. In this lesson, I would also introduce
finding the ten to help students add numbers correctly.