# NYS Next Generation Learning Samples

Yours to tryfree: Performance tasks that connect both the NYS Next Generation Learning Standards and Mathematical Practices. Featuring differentiated instructional tasks and summative assessments with anchor papers, these engaging tasks let every student build their skills through solving real-world DOK 3-level problems.

The samples below are aligned to NYS Next Generation Learning Standards and include problem-solving performance tasks, teacher planning sheets, rubrics, student anchor papers, and scoring rationales. They reflect just a few of the 500+ tasks in Problem Solving for the 21st Century: Built for the NYS Next Generation Learning Standards.

## Kindergarten

### NY-K.CC.B.5a

Answer counting questions using as many as 20 objects arranged in a line, a rectangular array, and a circle. Answer counting questions using as many as 10 objects in a scattered configuration.

e.g., “How many ______ are there?”

### NY-1.OA.A.1

#### NY-1.OA.A.1

Use addition and subtraction within 20 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and/or comparing, with unknowns in all positions.

Note: Problems should be represented using objects, drawings, and equations with a symbol for the unknown number. Problems should be solved using objects or drawings, and equations.

### NY-2.OA.A.1a

Use addition and subtraction within 100 to solve one-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.

### NY-3.OA.A.3

#### NY-3.OA.A.3

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.

e.g., using drawings and equations with a symbol for the unknown number to represent the problem.

### NY-4.OA.A.3

#### NY-4.OA.A.3

Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted.