PPS Math Curriculum Grade 8 Unit 2 Performance Task
Rigorous Curriculum Design
Engaging Learning Experiences Planner
One million dollars isn’t what it used to be; you absolutely cannot go crazy and start
spending uncontrollably. Let’s take a look at what you CAN do with a million dollars.
A purchased of a set of four stamps from the Cultural Revolution sold for $1.1
million at a Hong Kong auction in 2011. These stamps are extremely rare since they
were never issued.
Your challenge ,using scientific notation , investigate and solve physical and
financial characteristics of one million dollars.
Read more: http://www.businessinsider.com/weird-thing-that-chinese-people-investin-2012-11?op=1#ixzz2cIG9Qwzy
Student challenge: Student investigates How much does a million dollars in dollar bills
weigh? How many burgers can you buy for a million Dollars?
Current situation: One Million seems enormous from a financial and economical
perspectives.
Student role: Investigator
Intended audience: Peers
Product ; Complete tasks regarding a million dollars
PPS Math Curriculum Grade 8 Unit 2 Performance Task
Performance Task
Student use real time data and proportion to investigate characteristics of a million
dollars. These tasks are analyzed, and solved with numbers expressed in scientific
notation
Which standard(s) (priority/supporting) will the task address?
8.EE.1
Know and apply the properties of integer exponents to generate equivalent numerical
expressions.
8.EE.3
Use numbers expressed in the form of a single digit times an integer power of 10 estimate
very large or very small quantities, and to express how many times as much one is than
the other. For example, estimate the population of the United States as 3 × 108 and the
population of the world as7 × 109 and determine that the world population is more than 20
times larger.
8.EE.4
Perform operations with numbers expressed in scientific notation, including problems
where both decimals and scientific notation are used. Use scientific notation and choose
units of appropriate size for measurements of very large or very small quantities. Interpret
scientific notation that has been generated by technology.
What essential Question(s) and corresponding Big Idea(s) will this task target?
How can I represent very small and large numbers using integer exponents and scientific
notation?
How can I perform operations with numbers expressed in scientific notation?
Properties of integer exponents can be used to generate equivalent numerical
expressions.
Exponents are useful for representing very large or very small numbers.
Scientific notation can be used to estimate very large or very small quantities and to
compare quantities.
Which “unwrapped specific concepts and skills will this task target?
Skill : Know ,Apply, use and perform
Concepts :
properties of integer exponents to generate equivalent numerical expressions.
numbers expressed in the form of a single digit times an integer power of 10 estimate very
large or very small quantities, and to express how many times as much one is than the
other.
PPS Math Curriculum Grade 8 Unit 2 Performance Task
operations with numbers expressed in scientific notation, including problems where both
decimals decimal and scientific notation are used
How will the students apply the concepts and skills? What will they do and/or
produce?
Student will calculate expressions using scientific notation and express the magnitude to
the expression.
What resources, instruction, and information will students need in order to
complete the task? A Million Dollar task ,http://map.mathshell.org/
A Million Dollar Task (Apprentice tasks) involves several aspect of mathematics, and
structured so as to ensure that all students have access to the problem. Students are
guided through a “ramp” of increasing challenge to enable them to show the levels of
performance they have achieved.
Students should have a conceptual understanding of evaluating powers of 10, comparing
and order integers and written and evaluated variable expression.
What evidence of learning will I look for to show that I know all of my students have
conceptually learned the concepts and skills – the standard(s)?
Demonstrate proficiency and understanding within the rubric when sharing completed task
with the class.
How can I differentiate the application and/or evidence to meet the varying needs
of my students?
Give a personal cue to begin work
Give work in smaller units
Provide immediate reinforcers and feedback
Make sure the appropriate books and materials are available
Introduce the assignment in sequential steps
Check for student understanding of instructions
Check on progress often in the first few minutes of work
Provide time suggestions for each task
Provide a checklist for long detailed tasks
PPS Math Curriculum Grade 8 Unit 2 Performance Task
Advanced or Exemplary
 All “Goal” criteria plus:
 Provides multiple solutions for each task
Goal
 Calculation for all four task are correct and mathematically sound
 Units are included in solution
 Applies proportion to solving problem
Progressing
 Meets __2_ of the “Goal” criteria ; calculations are correct on 3 task
Beginning
 Meets fewer than _2_ of the “Goal” criteria
 Task to be repeated after re-teaching
 Comments:
Interdisciplinary Connections and
Related Priority Standards
Specific to Task
CCSS.ELA-Literacy.RI.8.5 Analyze in
detail the structure of a specific paragraph
in a text, including the role of particular
sentences in developing and refining a key
concept.
8.2.8.D.1 Evaluate the role of ethics and
bias on trend analysis and prediction in the
development of a product that impacts
communities in the United States and/or
other countries.
21st Century Learning Skills
Specific to Task
 those that apply for each task:
❑ Teamwork and Collaboration
❑ Initiative and Leadership
❑ Curiosity and Imagination
❑ Innovation and Creativity
❑ Critical thinking and Problem Solving
❑ Flexibility and Adaptability
❑ Effective Oral and Written Communication
❑ Accessing and Analyzing Information
❑ Other
PPS Math Curriculum Grade 8 Unit 2 Performance Task
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Research-Based Effective
Teaching Strategies
Task /Activities that solidifies
mathematical concepts
Use questioning techniques to
facilitate learning
Reinforcing Effort, Providing
Recognition
Practice , reinforce and connect to
other ideas within mathematics
Promotes linguistic and nonlinguistic
representations Cooperative
Learning
Setting Objectives, Providing
Feedback Varied opportunities for
students to communicate
mathematically
Use technological and /or physical
tools
21st Century Learning Skills
 those that apply to the unit:
❑ Teamwork and Collaboration
❑ Initiative and Leadership
❑ Curiosity and Imagination
❑ Innovation and Creativity
❑ Critical thinking and Problem Solving
❑ Flexibility and Adaptability
❑ Effective Oral and Written
Communication
❑ Accessing and Analyzing Information
❑ Other