Exemplars
Turkey Feathers Version II
There were a lot of paper turkeys on the
classroom wall. Each turkey had 5 feathers. I
counted 20 feathers. How many paper turkeys
were on the classroom wall?
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Turkey Feathers II
K–2
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Exemplars
Turkey Feathers Version II
Suggested Grade Span
Pre–K–2
Grade(s) in Which Task Was Piloted
Kindergarten
Task
There were a lot of paper turkeys on the classroom wall. Each turkey had 5 feathers. I counted
20 feathers. How many paper turkeys were on the classroom wall?
Alternative Versions of Task
More Accessible Version:
There were a lot of paper turkeys on the classroom wall. Each turkey had 3 feathers. I counted
9 feathers. How many paper turkeys were on the classroom wall?
More Challenging Version:
There were a lot of paper turkeys on the classroom wall. Some turkeys had 4 feathers and
some turkeys had 2 feathers. I counted 16 feathers. How many paper turkeys could be on the
classroom wall? Show all the possibilities.
NCTM Content Standards and Evidence
Number and Operations Standard for Grades Pre–K –2
Instructional programs from pre–kindergarten through grade 12 should enable students
to —
• Understand meanings of operations and how they relate to one another.
• NCTM Evidence: Understand situations that entail multiplication and
division, such as equal groupings of objects and sharing equally.
• Exemplars Task Specific Evidence: This task requires students to devise a
method for dividing 20 by five.
Time/Context/Qualifiers/Tip(s) From Piloting Teacher
This is a medium–length task.
Links
This task could be given around Thanksgiving.
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Turkey Feathers II
K–2
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Exemplars
Common Strategies Used to Solve This Task
Most students began drawing representations of turkeys and putting feathers on each turkey.
They counted all the feathers until they reached 20.
Possible Solutions
Original Version:
20 total feathers ÷ 5 feathers = 4 turkeys
More Accessible Version:
9 total feathers ÷ 5 feathers = 3 turkeys
More Challenging Version:
Number of feathers on each turkey
2, 2, 2, 2, 2, 2, 2, 2, 2, 2
2, 2, 2, 2, 2, 2, 2, 2, 4
2, 2, 2, 2, 2, 2, 4, 4
2, 2, 2, 2, 4, 4, 4
2, 2, 4, 4, 4, 4
4, 4, 4, 4, 4
Number of turkeys
10
9
8
7
6
5
Task Specific Assessment Notes
General Notes
This task encourages students to draw diagrams but may not elicit strong mathematical
language or notation.
Novice
The Novice will make turkeys but no strategy will be chosen for placing the feathers. No
awareness of audience will be communicated and little or no mathematical language will be
present.
Apprentice
The Apprentice will have a partially correct solution or a solution with no connections or
observations that go beyond just the answer. An error in making or counting the correct
number of turkeys or placing the correct number of feathers may be evident, but some
evidence of correct reasoning is present. Some math language will be used to communicate the
solution. An attempt will be made to construct a mathematical representation although it may
not be labeled or have a key.
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Turkey Feathers II
K–2
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Exemplars
Practitioner
The Practitioner will achieve a correct solution. The Practitioner will demonstrate an
understanding of placing the correct number of feathers on the correct number of turkeys.
A connection or observation about the problem, for example of a pattern that is noticed, will
be made but it will not help further the solution. An accurate and appropriate mathematical
representation will be constructed.
Expert
The Expert will achieve a correct solution. Evidence is used to justify and support decisions
made and conclusions reached, for example by solving the problem in more than one way
to verify the solution. A sense of audience and purpose is communicated. Mathematical
connections or observations, for example, about patterns that are noticed, are made and
mathematical representation is used to extend thinking and clarify or interpret the solution.
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Turkey Feathers II
K–2
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