NYS Next Generation Learning Samples
Yours to try—free: 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.
Blue and Red Beads
Students determine how many of Taylor's beads are blue. (Subtraction, 0-10)Instructional tasks include differentiated versions at 3 points of entry.
Add and subtract within 10.
Students determine if two boys have the same amount of apples and oranges.Instructional tasks include differentiated versions at 3 points of entry.
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
e.g., Which of the following equations are true and which are false?
6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Given a number of boxes put in a truck, students determine how many more boxes need to be put in the truck.Instructional tasks include differentiated versions at 3 points of entry.
Add up to four two-digit numbers using strategies based on place value and properties of operations.
Students determine if the boys cut the same amount of their wooden boards.Instructional tasks include differentiated versions at 3 points of entry.
Recognize and generate equivalent fractions, e.g. 𝟣/𝟤 = 𝟤/𝟦; 𝟦/𝟨 = 𝟤/𝟥.
Explain why the fractions are equivalent.
Celery Sticks With Peanut Butter
Students determine how many friends Jane can make celery sticks with peanut butter for.Instructional tasks include differentiated versions at 3 points of entry.
Add and subtract mixed numbers with like denominators.
e.g., replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
Buying Plastic Plates
Students determine which of two stores is offering the better buy on plastic plates.Instructional tasks include differentiated versions at 3 points of entry.
Using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between operations:
- add and subtract decimals to hundredths;
- multiply and divide decimals to hundredths.
Relate the strategy to a written method and explain the reasoning used.
Notes on and/or: Students should be taught to use concrete models and drawings; as well as strategies based on place value, properties of operations, and the relationship between operations. When solving any problem, students can choose to use a concrete model or a drawing. Their strategy must be based on place value, properties of operations, or the relationship between operations.
Note: Division problems are limited to those that allow for the use of concrete models or drawings, strategies based on properties of operations, and/or the relationship between operations (e.g., 0.25 ÷ 0.05). Problems should not be so complex as to require the use of an algorithm (e.g., 0.37 ÷ 0.05).
How Big is the Property?
Students find the area of a piece of farmland based on a grid and coordinate points and use that information to determine how much property tax the owner should be paying.Instructional tasks include differentiated versions at 3 points of entry.
Draw polygons in the coordinate plane given coordinates for the vertices. Use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
Students predict which of three dragons will return to the finish line first in the 79th Annual Dragon Race.Instructional tasks include differentiated versions at 3 points of entry.
Compute unit rates associated with ratios of fractions. e.g., If a person walks ½ mile in each ¼ hour, compute the rate as the complex fraction ½ ÷ ¼ miles per hour, equivalently 2 miles per hour with 2 being the unit rate. Note: Problems may include ratios of lengths, areas, and other quantities measured in like or different units, including across measurement systems
If a Bear Walks Into the Woods
Students help researchers at Denali National Park in Alaska determine how far a grizzly bear travels throughout its day.Instructional tasks include differentiated versions at 3 points of entry.
Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.