ProblemoftheMonth:Movin‘nGroovin
TheProblemsoftheMonth(POM)areusedinavarietyofwaystopromoteproblem
solvingandtofosterthefirststandardofmathematicalpracticefromtheCommon
CoreStateStandards:“Makesenseofproblemsandpersevereinsolvingthem.”
ThePOMmaybeusedbyateachertopromoteproblemsolvingandtoaddressthe
differentiatedneedsofherstudents.Adepartmentorgradelevelmayengagetheir
studentsinaPOMtoshowcaseproblemsolvingasakeyaspectofdoing
mathematics.POMscanalsobeusedschoolwidetopromoteaproblem‐solving
themeataschool.Thegoalisforallstudentstohavetheexperienceofattacking
andsolvingnon‐routineproblemsanddevelopingtheirmathematicalreasoning
skills.Althoughobtainingandjustifyingsolutionstotheproblemsistheobjective,
theprocessoflearningtoproblemsolveisevenmoreimportant.
TheProblemoftheMonthisstructuredtoprovidereasonabletasksforallstudents
inaschool.ThestructureofaPOMisashallowfloorandahighceiling,sothatall
studentscanproductivelyengage,struggle,andpersevere.ThePrimaryVersion
LevelAisdesignedtobeaccessibletoallstudentsandespeciallythekeychallenge
forgradesK–1.LevelAwillbechallengingformostsecondandthirdgraders.
LevelBmaybethelimitofwherefourthandfifth‐gradestudentshavesuccessand
understanding.LevelCmaystretchsixthandseventh‐gradestudents.LevelDmay
challengemosteighthandninth‐gradestudents,andLevelEshouldbechallenging
formosthighschoolstudents.Thesegrade‐levelexpectationsarejustestimatesand
shouldnotbeusedasanabsoluteminimumexpectationormaximumlimitationfor
students.Problemsolvingisalearnedskill,andstudentsmayneedmany
experiencestodeveloptheirreasoningskills,approaches,strategies,andthe
perseverancetobesuccessful.TheProblemoftheMonthbuildsonsequentiallevels
ofunderstanding.AllstudentsshouldexperienceLevelAandthenmovethroughthe
tasksinordertogoasdeeplyastheycanintotheproblem.Therewillbethose
studentswhowillnothaveaccessintoevenLevelA.Educatorsshouldfeelfreeto
modifythetasktoallowaccessatsomelevel.
Overview
IntheProblemoftheMonthMovin‘nGroovin,studentsusemeasurement,ratesof
change,andalgebraicthinkingtosolveproblemsinvolvingproportional
relationships,metrics,andmultiplicativerelationships.Themathematicaltopics
thatunderliethisPOMarerepeatedaddition,multiplication,division,unit
conversion,linearmeasurement,proportionalreasoning,rates,distance‐time‐
velocity,andalgebraicreasoning.
InthefirstlevelsofthePOM,studentsarepresentedwithameasurementproblem.
Intheproblem,studentsareaskedtodeterminewhowinsaracebetweentwo
hamstersrunningthroughamaze.Thestudentsaregiventhesecondsittakesthe
ProblemoftheMonth Movin’nGroovin’
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1
hamsterstotravelthroughthemaze.Understandingthosenumbers,theythen
determinewhichhamsterisfasterandwhofinishesfirst.Theyalsoneedto
determinehowmuchfasteronehamsterisfromtheotherbycomparingthetwo
finishedtimes.InlevelB,studentsarechallengedwithaprobleminvolvingtwo
runnerswhorundifferentdistancesfordifferenttimes.Theywillneedtoreason
abouttherelationshipbetweenthetworatestodeterminewhoisfaster.InlevelC,
thestudentsarepresentedwiththechallengeofdeterminingthespeedofa
student’sremotecontrolcar.Thestudentsareaskedtoconvertmeasuresinfeet
andsecondstodeterminetheremotecontrolcar’sspeedinmilesperhourandstate
whetherthemodelcartravelsfasterthanarealcar.InlevelD,studentsanalyzea
situationinvolvingaspeedingcarandapolicemanonacurvyroad.Thestudents
investigatewhataveragespeedtheofficermusttravelinordertoovertakethe
speederwithin3.6miles.InthefinallevelofthePOM,studentsarepresentedwitha
situationinvolvingairplanestakingofffromtwodifferentcitiesatregularintervals
oftime.Studentsareaskedtodeterminehowmanyplanespasseachotheroverthe
courseofaday.
MathematicalConcepts
ThemajormathematicalideasofthisPOMaremeasurement,proportional
reasoning,andrateofchange.Studentsmustusemeasuringtechniques,addition,
multiplication,division,andrepresentationsofrationalnumberssuchasfractions,
decimals,andpercents,aswellasratios,proportions,rates,equations,andlinear
functions.Studentssolveproblemsinvolvingratesrequiredtocompleteajobas
wellasdistance,rate,andtime.
ProblemoftheMonth Movin’nGroovin’
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2
Problem of the Month
Movin ‘n Groovin
Level A:
Maria and Tran each have a pet hamster. They have a maze for the hamsters to run
through. Maria says she thinks her hamster can run through the maze faster that Tran’s.
They each time their hamster as it runs through the maze. It takes Maria’s hamster 19
seconds to travel through the maze. It takes Tran’s hamster 15 seconds.
Which hamster is faster? Explain how you know.
How much faster is the faster hamster compared to the slower hamster at running through
the maze? Explain your answer.
Problem of the Month
Movin ‘n Groovin
Page 1
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License (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en_US).
Level B:
Lexie wanted to have a heel-toe race with her older brother, Josh, and her sister, Hannah.
She said, “My feet are smaller, so I should only have to go a shorter distance than you
two.” Her sister said, “That makes sense - let’s race our ages.” They measured off 7 feet
for Lexie’s track, 16 feet for Josh’s track and 10 feet for Hannah’s track. “Now let’s
measure our shoes,” said Josh. “My shoe is 1/2 of a foot,” said Lexie. “Three of my
shoes add up to 2 feet,” said Hannah. Josh said his shoe was exactly a foot long.
Who needs to take the fewest steps to walk his or her track? Explain how you found your
answer.
How many more steps do the two others need to take to finish their races?
Who do you think will win the race? Who will take the longest to finish? Explain your
reasoning.
Problem of the Month
Movin ‘n Groovin
Page 2
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported
License (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en_US).
Level C:
Courtney got a remote control car for her birthday. It is metallic purple with chrome
wheels that are 1 1/2 inches in diameter.
She said to her friend, Dylan, “My remote control car goes faster than my mom’s car on
the freeway.” “No way,” said Dylan. Courtney said, “I will prove it to you.”
Courtney measured off a distance of 115 inches. Dylan said, “Okay, I will time how long
it takes your car to travel that distance. I have a stop watch feature on my watch.”
Courtney raced her remote control car over the 115-inch distance. Dylan said, “Wow,
that only took 3.21 seconds. That seems really fast.” “See, I told you,” said Courtney.
“But really how fast is it going?” answered Dylan.
Determine the speed of Courtney’s remote control car and compare its speed to that of a
regular car traveling on the freeway. Explain how you found your solution.
Why might the manufacturer get away with advertising that the remote control car
Travels Faster Than Life?
Problem of the Month
Movin ‘n Groovin
Page 3
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License (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en_US).
Level D:
You are a highway patrol officer, seated on a motorcycle, on a curvy section of Highway
1. The posted speed limit is 45 miles per hour (mph) on this stretch of highway. You are
monitoring traffic with a radar gun. The first exit is 3.6 miles up the road. Your radar
picks up a speeding car averaging 68 mph. When you try to start your motorcycle to
follow the car, it won’t start. You try again and again, and soon you fear that you won’t
be able to catch the speeding car before it can turn off the highway. Finally, your
motorcycle starts and you begin your pursuit 30 seconds after the speeding car has passed
you on the roadside.
How fast do you need to go to catch up to the speeding car? What is your average speed
in pursuit? Illustrate the speed of the speeding car as well as your own motorcycle
during this pursuit.
Is your own speed reasonable and safe? Explain why this is or is not a good location at
which to monitor traffic.
Problem of the Month
Movin ‘n Groovin
Page 4
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License (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en_US).
Level E:
Suppose that every hour of every day an airplane leaves Los Angeles for New York City
and at the same instant, an airplane leaves New York City for Los Angeles. Each flight
takes 5 hours. In a single day, how many airplanes originating in New York City will
pass airplanes originating in Los Angeles in the air?
Problem of the Month
Movin ‘n Groovin
Page 5
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License (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en_US).
Problem of the Month
Movin ‘n Groovin
Primary Version Level A
Materials: A maze and hamster (either a picture or the real thing), paper
and pencil to write or draw, color crayons, markers or pencils
Discussion on the rug:
“Who can tell me, what is a hamster? What do hamsters like to
do?” Teacher asks questions and clarifies answers to help students
understand a maze and a race. “What is a maze? How does a
hamster travel through a maze?” Teacher continues to ask children to
clarify how to race two hamsters through a maze while using a timer.
In small groups: Each group has a picture of the maze.
Teacher reads the problem to the students.
“Maria and Tran each have a pet hamster. They have a maze
for the hamsters to run through. Maria says she thinks her
hamster can run through the maze faster than Tran’s. They
each time their hamster as it runs through the maze. It takes
Maria’s hamster 19 seconds to travel through the maze. It takes
Tran’s hamster 15 seconds.”
1. “Which hamster is faster?
Explain how you know.”
2. “How much faster is the faster hamster compared to the
slower hamster at running through the maze? Explain your
answer.”
At the end of the investigation have students either draw a picture or dictate
a response to represent their solutions.
Problem of the Month
Movin ‘n Groovin
Page 6
(c) Noyce Foundation 2014.
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License (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en_US).
ProblemoftheMonth
Movin‘nGroovin
TaskDescription–LevelA
Thistaskchallengesastudenttodeterminewhichoftwohamstersinamaze winsaraceandbyhow
muchwhengiventhetimesofthehamstersrunningthroughthemaze.Astudentisgiventhe
secondsittakesthehamsterstotravelthroughthemaze.Withthesenumbers,astudentthen
determineswhichhamsterisfasterandwhichfinishesfirst.Astudentmustalsodeterminehow
muchfasteronehamsterisfromtheotherbycomparingthetwofinishedtimes.
CommonCoreStateStandardsMath‐ContentStandards
CountingandCardinality
Comparenumbers.
K.CC.6Identifywhetherthenumberofobjectsinonegroupisgreaterthan,lessthan,orequaltothe
numberofobjectsinanothergroup,e.g.,byusingmatchingandcountingstrategies.
OperationsandAlgebraicThinking
Representandsolveproblemsinvolvingadditionandsubtraction.
1.OA.1Useadditionandsubtractionwithin20tosolvewordproblemsinvolvingsituationsofadding
to,takingfrom,puttingtogether,takingapart,andcomparing,withunknownsinallpositions,e.g.,by
usingobjects,drawings,andequationswithasymbolfortheunknownnumbertorepresentthe
problem.
MeasurementandData
Describeandcomparemeasurableattributes.
K.MD.2Directlycomparetwoobjectswithameasurableattributeincommon,toseewhichobject
has“moreof”/“lessof”theattribute,anddescribethedifference.Forexample,directlycomparethe
heightsoftwochildrenanddescribeonechildastaller/shorter.
CommonCoreStateStandardsMath–StandardsofMathematicalPractice
MP.2Reasonabstractlyandquantitatively.
Mathematicallyproficientstudentsmakesenseofquantitiesandtheirrelationshipsinproblem
situations.Theybringtwocomplementaryabilitiestobearonproblemsinvolvingquantitative
relationships:theabilitytodecontextualize—toabstractagivensituationandrepresentit
symbolicallyandmanipulatetherepresentingsymbolsasiftheyhavealifeoftheirown,without
necessarilyattendingtotheirreferents—andtheabilitytocontextualize,topauseasneededduring
themanipulationprocessinordertoprobeintothereferentsforthesymbolsinvolved.Quantitative
reasoningentailshabitsofcreatingacoherentrepresentationoftheproblemathand;considering
theunitsinvolved;attendingtothemeaningofquantities,notjusthowtocomputethem;and
knowingandflexiblyusingdifferentpropertiesofoperationsandobjects.
MP.5 Useappropriatetoolsstrategically.
Mathematicallyproficientstudentsconsidertheavailabletoolswhensolvingamathematical
problem.Thesetoolsmightincludepencilandpaper,concretemodels,aruler,aprotractor,a
calculator,aspreadsheet,acomputeralgebrasystem,astatisticalpackage,ordynamicgeometry
software.Proficientstudentsaresufficientlyfamiliarwithtoolsappropriatefortheirgradeorcourse
tomakesounddecisionsaboutwheneachofthesetoolsmightbehelpful,recognizingboththe
insighttobegainedandtheirlimitations.Forexample,mathematicallyproficienthighschool
studentsanalyzegraphsoffunctionsandsolutionsgeneratedusingagraphingcalculator.They
detectpossibleerrorsbystrategicallyusingestimationandothermathematicalknowledge.When
makingmathematicalmodels,theyknowthattechnologycanenablethemtovisualizetheresultsof
varyingassumptions,exploreconsequences,andcomparepredictionswithdata.Mathematically
proficientstudentsatvariousgradelevelsareabletoidentifyrelevantexternalmathematical
resources,suchasdigitalcontentlocatedonawebsite,andusethemtoposeorsolveproblems.They
areabletousetechnologicaltoolstoexploreanddeepentheirunderstandingofconcepts.
ProblemoftheMonth Movin’nGroovin’
©NoyceFoundation2014.
ThisworkislicensedunderaCreativeCommonsAttribution‐NonCommercial‐NoDerivatives3.0
UnportedLicense(http://creativecommons.org/licenses/by‐nc‐nd/3.0/deed.en_US).
1
ProblemoftheMonth
Movin‘nGroovin
TaskDescription–LevelB
Thistaskchallengesastudenttoreasonabouttherelationshipbetweentheratesoftworunnerswho
rundifferentdistancesfordifferenttimesinordertodeterminewhoisfasterbyreasoningaboutthe
relationshipbetweenthetworates.
CommonCoreStateStandardsMath‐ContentStandards
MeasurementandData
Measurelengthsindirectlyandbyiteratinglengthunits.
1.MD.2Expressthelengthofanobjectasawholenumberoflengthunits,bylayingmultiplecopiesofashorter
object(thelengthunit)endtoend;understandthatthelengthmeasurementofanobjectisthenumberofsame‐
sizelengthunitsthatspanitwithnogapsoroverlaps.Limittocontextswheretheobjectbeingmeasuredis
spannedbyawholenumberoflengthunitswithnogapsoroverlaps.
RatiosandProportionalRelationships
Understandratioconceptsanduseratioreasoningtosolveproblems.
6.RP.1Understandtheconceptofaratioanduseratiolanguagetodescribearatiorelationshipbetweentwo
quantities.Forexample,“Theratioofwingstobeaksinthebirdhouseatthezoowas2:1,becauseforevery2
wingstherewas1beak.”“ForeveryvotecandidateAreceived,candidateCreceivednearlythreevotes.”
6.RP.2Understandtheconceptofaunitratea/bassociatedwitharatioa:bwithb≠0,anduseratelanguagein
thecontextofaratiorelationship.Forexample,“Thisrecipehasaratioof3cupsofflourto4cupsofsugar,so
thereis3/4cupofflourforeachcupofsugar.”“Wepaid$75for15hamburgers,whichisarateof$5per
hamburger.”1
6.RP.3Useratioandratereasoningtosolvereal‐worldandmathematicalproblems,e.g.,byreasoningabout
tablesofequivalentratios,tapediagrams,doublenumberlinediagrams,orequations.
6.RP.3.aMaketablesofequivalentratiosrelatingquantitieswithwhole‐numbermeasurements,findmissing
valuesinthetables,andplotthepairsofvaluesonthecoordinateplane.Usetablestocompareratios.
6.RP.3.bSolveunitrateproblemsincludingthoseinvolvingunitpricingandconstantspeed.Forexample,ifit
took7hourstomow4lawns,thenatthatrate,howmanylawnscouldbemowedin35hours?Atwhatratewere
lawnsbeingmowed?
CommonCoreStateStandardsMath–StandardsofMathematicalPractice
MP.2Reasonabstractlyandquantitatively.
Mathematicallyproficientstudentsmakesenseofquantitiesandtheirrelationshipsinproblemsituations.They
bringtwocomplementaryabilitiestobearonproblemsinvolvingquantitativerelationships:theabilityto
decontextualize—toabstractagivensituationandrepresentitsymbolicallyandmanipulatetherepresenting
symbolsasiftheyhavealifeoftheirown,withoutnecessarilyattendingtotheirreferents—andtheabilityto
contextualize,topauseasneededduringthemanipulationprocessinordertoprobeintothereferentsforthe
symbolsinvolved.Quantitativereasoningentailshabitsofcreatingacoherentrepresentationoftheproblemat
hand;consideringtheunitsinvolved;attendingtothemeaningofquantities,notjusthowtocomputethem;and
knowingandflexiblyusingdifferentpropertiesofoperationsandobjects.
MP.5 Useappropriatetoolsstrategically.
Mathematicallyproficientstudentsconsidertheavailabletoolswhensolvingamathematicalproblem.These
toolsmightincludepencilandpaper,concretemodels,aruler,aprotractor,acalculator,aspreadsheet,a
computeralgebrasystem,astatisticalpackage,ordynamicgeometrysoftware.Proficientstudentsare
sufficientlyfamiliarwithtoolsappropriatefortheirgradeorcoursetomakesounddecisionsaboutwheneachof
thesetoolsmightbehelpful,recognizingboththeinsighttobegainedandtheirlimitations.Forexample,
mathematicallyproficienthighschoolstudentsanalyzegraphsoffunctionsandsolutionsgeneratedusinga
graphingcalculator.Theydetectpossibleerrorsbystrategicallyusingestimationandothermathematical
knowledge.Whenmakingmathematicalmodels,theyknowthattechnologycanenablethemtovisualizethe
resultsofvaryingassumptions,exploreconsequences,andcomparepredictionswithdata.Mathematically
proficientstudentsatvariousgradelevelsareabletoidentifyrelevantexternalmathematicalresources,suchas
digitalcontentlocatedonawebsite,andusethemtoposeorsolveproblems.Theyareabletousetechnological
toolstoexploreanddeepentheirunderstandingofconcepts.
ProblemoftheMonth Movin’nGroovin’
©NoyceFoundation2014.
ThisworkislicensedunderaCreativeCommonsAttribution‐NonCommercial‐NoDerivatives3.0
UnportedLicense(http://creativecommons.org/licenses/by‐nc‐nd/3.0/deed.en_US).
2
ProblemoftheMonth
Movin‘nGroovin
TaskDescription–LevelC
Thistaskchallengesastudenttodeterminethespeedofaremotecontrolcar,toconvertmeasuresin
feetandsecondstodeterminetheremotecontrolcar’sspeedinmph,andtostatewhetherthemodel
cartravelsfasterthanarealcar.
CommonCoreStateStandardsMath‐ContentStandards
MeasurementandData
Solveproblemsinvolvingmeasurementandconversionofmeasurementsfromalargerunittoasmaller
unit.
4.MD.1Knowrelativesizesofmeasurementunitswithinonesystemofunitsincludingkm,m,cm;kg,g;lb,oz.;l,
ml;hr,min,sec.Withinasinglesystemofmeasurement,expressmeasurementsinalargerunitintermsofa
smallerunit.Recordmeasurementequivalentsinatwo‐columntable.Forexample,knowthat1ftis12timesas
longas1in.Expressthelengthofa4ftsnakeas48in.Generateaconversiontableforfeetandincheslistingthe
numberpairs(1,12),(2,24),(3,36),...
4.MD.2Usethefouroperationstosolvewordproblemsinvolvingdistances,intervalsoftime,liquidvolumes,
massesofobjects,andmoney,includingproblemsinvolvingsimplefractionsordecimals,andproblemsthat
requireexpressingmeasurementsgiveninalargerunitintermsofasmallerunit.Representmeasurement
quantitiesusingdiagramssuchasnumberlinediagramsthatfeatureameasurementscale.
RatiosandProportionalRelationships
Understandratioconceptsanduseratioreasoningtosolveproblems.
6.RP.3Useratioandratereasoningtosolvereal‐worldandmathematicalproblems,e.g.,byreasoningabout
tablesofequivalentratios,tapediagrams,doublenumberlinediagrams,orequations.
6.RP.3.bSolveunitrateproblemsincludingthoseinvolvingunitpricingandconstantspeed.Forexample,ifit
took7hourstomow4lawns,thenatthatrate,howmanylawnscouldbemowedin35hours?Atwhatratewere
lawnsbeingmowed?
Analyzeproportionalrelationshipsandusethemtosolvereal‐worldandmathematicalproblems.
7.RP.1Computeunitratesassociatedwithratiosoffractions,includingratiosoflengths,areasandother
quantitiesmeasuredinlikeordifferentunits.Forexample,ifapersonwalks1/2mileineach1/4hour,compute
theunitrateasthecomplexfraction1/2/1/4milesperhour,equivalently2milesperhour.
CommonCoreStateStandardsMath– StandardsofMathematicalPractice
MP.2Reasonabstractlyandquantitatively.
Mathematicallyproficientstudentsmakesenseofquantitiesandtheirrelationshipsinproblemsituations.They
bringtwocomplementaryabilitiestobearonproblemsinvolvingquantitativerelationships:theabilityto
decontextualize—toabstractagivensituationandrepresentitsymbolicallyandmanipulatetherepresenting
symbolsasiftheyhavealifeoftheirown,withoutnecessarilyattendingtotheirreferents—andtheabilityto
contextualize,topauseasneededduringthemanipulationprocessinordertoprobeintothereferentsforthe
symbolsinvolved.Quantitativereasoningentailshabitsofcreatingacoherentrepresentationoftheproblemat
hand;consideringtheunitsinvolved;attendingtothemeaningofquantities,notjusthowtocomputethem;and
knowingandflexiblyusingdifferentpropertiesofoperationsandobjects.
MP.5 Useappropriatetoolsstrategically.
Mathematicallyproficientstudentsconsidertheavailabletoolswhensolvingamathematicalproblem.These
toolsmightincludepencilandpaper,concretemodels,aruler,aprotractor,acalculator,aspreadsheet,a
computeralgebrasystem,astatisticalpackage,ordynamicgeometrysoftware.Proficientstudentsare
sufficientlyfamiliarwithtoolsappropriatefortheirgradeorcoursetomakesounddecisionsaboutwheneachof
thesetoolsmightbehelpful,recognizingboththeinsighttobegainedandtheirlimitations.Forexample,
mathematicallyproficienthighschoolstudentsanalyzegraphsoffunctionsandsolutionsgeneratedusinga
graphingcalculator.Theydetectpossibleerrorsbystrategicallyusingestimationandothermathematical
knowledge.Whenmakingmathematicalmodels,theyknowthattechnologycanenablethemtovisualizethe
resultsofvaryingassumptions,exploreconsequences,andcomparepredictionswithdata.Mathematically
proficientstudentsatvariousgradelevelsareabletoidentifyrelevantexternalmathematicalresources,suchas
digitalcontentlocatedonawebsite,andusethemtoposeorsolveproblems.Theyareabletousetechnological
toolstoexploreanddeepentheirunderstandingofconcepts.
ProblemoftheMonth Movin’nGroovin’
©NoyceFoundation2014.
ThisworkislicensedunderaCreativeCommonsAttribution‐NonCommercial‐NoDerivatives3.0
UnportedLicense(http://creativecommons.org/licenses/by‐nc‐nd/3.0/deed.en_US).
3
ProblemoftheMonth:
Movin‘nGroovin
TaskDescription–LevelD
Thistaskchallengesastudenttoanalyzeasituationinvolvingaspeedingcarandapolicemanona
curvyroad.Thistaskchallengesastudenttoinvestigatewhataveragespeedapoliceofficermust
travelinordertoovertakethespeederwithin3.6miles.
CommonCoreStateStandardsMath‐ContentStandards
RatiosandProportionalRelationships
Understandratioconceptsanduseratioreasoningtosolveproblems.
6.RP.3Useratioandratereasoningtosolvereal‐worldandmathematicalproblems,e.g.,byreasoningabout
tablesofequivalentratios,tapediagrams,doublenumberlinediagrams,orequations.
6.RP.3.b.Solveunitrateproblemsincludingthoseinvolvingunitpricingandconstantspeed.Forexample,ifit
took7hourstomow4lawns,thenatthatrate,howmanylawnscouldbemowedin35hours?Atwhatratewere
lawnsbeingmowed?
6.RP.3.dUseratioreasoningtoconvertmeasurementunits;manipulateandtransformunitsappropriately
whenmultiplyingordividingquantities.
Analyzeproportionalrelationshipsandusethemtosolvereal‐worldandmathematicalproblems.
7.RP.2Recognizeandrepresentproportionalrelationshipsbetweenquantities.
7.RP.2.bIdentifytheconstantofproportionality(unitrate)intables,graphs,equations,diagrams,andverbal
descriptionsofproportionalrelationships.
7.RP.2.cRepresentproportionalrelationshipsbyequations.Forexample,iftotalcosttisproportionaltothe
numbernofitemspurchasedataconstantpricep,therelationshipbetweenthetotalcostandthenumberof
itemscanbeexpressedast=pn.
7.RP.2.dExplainwhatapoint(x,y)onthegraphofaproportionalrelationshipmeansintermsofthesituation,
withspecialattentiontothepoints(0,0)and(1,r)whereristheunitrate.3.Useproportionalrelationshipsto
solvemultistepratioandpercentproblems.
ExpressionsandEquations
Understandtheconnectionbetweenproportionalrelationships,lines,andlinearequations.
8.EE.5Graphproportionalrelationships,interpretingtheunitrateastheslopeofthegraph.Comparetwo
differentproportionalrelationshipsrepresentedindifferentways.Forexample,compareadistance‐timegraph
toadistance‐timeequationtodeterminewhichoftwomovingobjectshasgreaterspeed.
CommonCoreStateStandardsMath– StandardsofMathematicalPractice
MP.2Reasonabstractlyandquantitatively.
Mathematicallyproficientstudentsmakesenseofquantitiesandtheirrelationshipsinproblemsituations.They
bringtwocomplementaryabilitiestobearonproblemsinvolvingquantitativerelationships:theabilityto
decontextualize—toabstractagivensituationandrepresentitsymbolicallyandmanipulatetherepresenting
symbolsasiftheyhavealifeoftheirown,withoutnecessarilyattendingtotheirreferents—andtheabilityto
contextualize,topauseasneededduringthemanipulationprocessinordertoprobeintothereferentsforthe
symbolsinvolved.Quantitativereasoningentailshabitsofcreatingacoherentrepresentationoftheproblemat
hand;consideringtheunitsinvolved;attendingtothemeaningofquantities,notjusthowtocomputethem;and
knowingandflexiblyusingdifferentpropertiesofoperationsandobjects.
MP.5 Useappropriatetoolsstrategically.
Mathematicallyproficientstudentsconsidertheavailabletoolswhensolvingamathematicalproblem.These
toolsmightincludepencilandpaper,concretemodels,aruler,aprotractor,acalculator,aspreadsheet,a
computeralgebrasystem,astatisticalpackage,ordynamicgeometrysoftware.Proficientstudentsare
sufficientlyfamiliarwithtoolsappropriatefortheirgradeorcoursetomakesounddecisionsaboutwheneachof
thesetoolsmightbehelpful,recognizingboththeinsighttobegainedandtheirlimitations.Forexample,
mathematicallyproficienthighschoolstudentsanalyzegraphsoffunctionsandsolutionsgeneratedusinga
graphingcalculator.Theydetectpossibleerrorsbystrategicallyusingestimationandothermathematical
knowledge.Whenmakingmathematicalmodels,theyknowthattechnologycanenablethemtovisualizethe
resultsofvaryingassumptions,exploreconsequences,andcomparepredictionswithdata.Mathematically
proficientstudentsatvariousgradelevelsareabletoidentifyrelevantexternalmathematicalresources,suchas
digitalcontentlocatedonawebsite,andusethemtoposeorsolveproblems.Theyareabletousetechnological
toolstoexploreanddeepentheirunderstandingofconcepts.
ProblemoftheMonth Movin’nGroovin’
©NoyceFoundation2014.
ThisworkislicensedunderaCreativeCommonsAttribution‐NonCommercial‐NoDerivatives3.0
UnportedLicense(http://creativecommons.org/licenses/by‐nc‐nd/3.0/deed.en_US).
4
ProblemoftheMonth
Movin‘nGroovin
TaskDescription– LevelE
Inthistask,astudentispresentedwithasituationinvolvingairplanestakingofffromtwodifferentcitiesatregularintervals
oftime.Thistaskchallengesastudenttodeterminehowmanyplanestakingofffromtwodifferentcitiesatregularintervals
passeachotheroverthecourseofaday.
CommonCoreStateStandardsMath‐ContentStandards
HighSchool–Functions‐BuildingFunctions
Buildafunctionthatmodelsarelationshipbetweentwoquantities
F‐BF.1Writeafunctionthatdescribesarelationshipbetweentwoquantities.★
F‐BF.1.aDetermineanexplicitexpression,arecursiveprocess,orstepsforcalculationfromacontext.
HighSchool‐Modeling
Modelinglinksclassroommathematicsandstatisticstoeverydaylife,work,anddecision‐making.Modelingistheprocessof
choosingandusingappropriatemathematicsandstatisticstoanalyzeempiricalsituations,tounderstandthembetter,andto
improvedecisions.Quantitiesandtheirrelationshipsinphysical,economic,publicpolicy,social,andeverydaysituationscan
bemodeledusingmathematicalandstatisticalmethods.Whenmakingmathematicalmodels,technologyisvaluablefor
varyingassumptions,exploringconsequences,andcomparingpredictionswithdata.
Amodelcanbeverysimple,suchaswritingtotalcostasaproductofunitpriceandnumberbought,orusingageometric
shapetodescribeaphysicalobjectlikeacoin.Evensuchsimplemodelsinvolvemakingchoices.Itisuptouswhethertomodel
acoinasathree‐dimensionalcylinder,orwhetheratwo‐dimensionaldiskworkswellenoughforourpurposes.Other
situations—modelingadeliveryroute,aproductionschedule,oracomparisonofloanamortizations—needmoreelaborate
modelsthatuseothertoolsfromthemathematicalsciences.Real‐worldsituationsarenotorganizedandlabeledforanalysis;
formulatingtractablemodels,representingsuchmodels,andanalyzingthemisappropriatelyacreativeprocess.Likeevery
suchprocess,thisdependsonacquiredexpertiseaswellascreativity.
CommonCoreStateStandardsMath–StandardsofMathematicalPractice
MP.2Reasonabstractlyandquantitatively.
Mathematicallyproficientstudentsmakesenseofquantitiesandtheirrelationshipsinproblemsituations.Theybringtwo
complementaryabilitiestobearonproblemsinvolvingquantitativerelationships:theabilitytodecontextualize—toabstracta
givensituationandrepresentitsymbolicallyandmanipulatetherepresentingsymbolsasiftheyhavealifeoftheirown,
withoutnecessarilyattendingtotheirreferents—andtheabilitytocontextualize,topauseasneededduringthemanipulation
processinordertoprobeintothereferentsforthesymbolsinvolved.Quantitativereasoningentailshabitsofcreatinga
coherentrepresentationoftheproblemathand;consideringtheunitsinvolved;attendingtothemeaningofquantities,not
justhowtocomputethem;andknowingandflexiblyusingdifferentpropertiesofoperationsandobjects.
MP.4 Modelwithmathematics.
Mathematicallyproficientstudentscanapplythemathematicstheyknowtosolveproblemsarisingineverydaylife,society,
andtheworkplace.Inearlygrades,thismightbeassimpleaswritinganadditionequationtodescribeasituation.Inmiddle
grades,astudentmightapplyproportionalreasoningtoplanaschooleventoranalyzeaprobleminthecommunity.Byhigh
school,astudentmightusegeometrytosolveadesignproblemoruseafunctiontodescribehowonequantityofinterest
dependsonanother.Mathematicallyproficientstudentswhocanapplywhattheyknowarecomfortablemakingassumptions
andapproximationstosimplifyacomplicatedsituation,realizingthatthesemayneedrevisionlater.Theyareabletoidentify
importantquantitiesinapracticalsituationandmaptheirrelationshipsusingsuchtoolsasdiagrams,two‐waytables,graphs,
flowchartsandformulas.Theycananalyzethoserelationshipsmathematicallytodrawconclusions.Theyroutinelyinterpret
theirmathematicalresultsinthecontextofthesituationandreflectonwhethertheresultsmakesense,possiblyimproving
themodelifithasnotserveditspurpose.
MP.5 Useappropriatetoolsstrategically.
Mathematicallyproficientstudentsconsidertheavailabletoolswhensolvingamathematicalproblem.Thesetoolsmight
includepencilandpaper,concretemodels,aruler,aprotractor,acalculator,aspreadsheet,acomputeralgebrasystem,a
statisticalpackage,ordynamicgeometrysoftware.Proficientstudentsaresufficientlyfamiliarwithtoolsappropriatefortheir
gradeorcoursetomakesounddecisionsaboutwheneachofthesetoolsmightbehelpful,recognizingboththeinsighttobe
gainedandtheirlimitations.Forexample,mathematicallyproficienthighschoolstudentsanalyzegraphsoffunctionsand
solutionsgeneratedusingagraphingcalculator.Theydetectpossibleerrorsbystrategicallyusingestimationandother
mathematicalknowledge.Whenmakingmathematicalmodels,theyknowthattechnologycanenablethemtovisualizethe
resultsofvaryingassumptions,exploreconsequences,andcomparepredictionswithdata.Mathematicallyproficientstudents
atvariousgradelevelsareabletoidentifyrelevantexternalmathematicalresources,suchasdigitalcontentlocatedona
website,andusethemtoposeorsolveproblems.Theyareabletousetechnologicaltoolstoexploreanddeepentheir
understandingofconcepts.
ProblemoftheMonth Movin’nGroovin’
©NoyceFoundation2014.
ThisworkislicensedunderaCreativeCommonsAttribution‐NonCommercial‐NoDerivatives3.0
UnportedLicense(http://creativecommons.org/licenses/by‐nc‐nd/3.0/deed.en_US).
5
ProblemoftheMonth
Movin‘nGroovin
TaskDescription–PrimaryLevel
Thistaskchallengesastudenttodeterminewhichhamsterrunsthroughamazefasterthananother.
Astudentisaskedtotellwhattheyknowabouthamstersandmazesbeforedeterminingwhich
hamsterinastoryproblemrunsfasterthantheother.Astudentisaskedtoexplainhowtheyknow
whichoneisfasterandtodeterminehowmuchfaster.Astudentisaskedtodrawapictureordictate
aresponsetorepresenthisorhersolution.
CommonCoreStateStandardsMath‐ContentStandards
CountingandCardinality
Comparenumbers.
K.CC.6Identifywhetherthenumberofobjectsinonegroupisgreaterthan,lessthan,orequaltothe
numberofobjectsinanothergroup,e.g.,byusingmatchingandcountingstrategies.
OperationsandAlgebraicThinking
Representandsolveproblemsinvolvingadditionandsubtraction.
1.OA.1Useadditionandsubtractionwithin20tosolvewordproblemsinvolvingsituationsofadding
to,takingfrom,puttingtogether,takingapart,andcomparing,withunknownsinallpositions,e.g.,by
usingobjects,drawings,andequationswithasymbolfortheunknownnumbertorepresentthe
problem.
MeasurementandData
Describeandcomparemeasurableattributes.
K.MD.2Directlycomparetwoobjectswithameasurableattributeincommon,toseewhichobject
has“moreof”/“lessof”theattribute,anddescribethedifference.Forexample,directlycomparethe
heightsoftwochildrenanddescribeonechildastaller/shorter.
CommonCoreStateStandardsMath–StandardsofMathematicalPractice
MP.1Makesenseofproblemsandpersevereinsolvingthem.
Mathematicallyproficientstudentsstartbyexplainingtothemselvesthemeaningofaproblemandlookingfor
entrypointstoitssolution.Theyanalyzegivens,constraints,relationships,andgoals.Theymakeconjectures
abouttheformandmeaningofthesolutionandplanasolutionpathwayratherthansimplyjumpingintoa
solutionattempt.Theyconsideranalogousproblems,andtryspecialcasesandsimplerformsoftheoriginal
probleminordertogaininsightintoitssolution.Theymonitorandevaluatetheirprogressandchangecourseif
necessary.Olderstudentsmight,dependingonthecontextoftheproblem,transformalgebraicexpressionsor
changetheviewingwindowontheirgraphingcalculatortogettheinformationtheyneed.Mathematically
proficientstudentscanexplaincorrespondencesbetweenequations,verbaldescriptions,tables,andgraphsor
drawdiagramsofimportantfeaturesandrelationships,graphdata,andsearchforregularityortrends.Younger
studentsmightrelyonusingconcreteobjectsorpicturestohelpconceptualizeandsolveaproblem.
Mathematicallyproficientstudentschecktheiranswerstoproblemsusingadifferentmethod,andthey
continuallyaskthemselves,“Doesthismakesense?”Theycanunderstandtheapproachesofotherstosolving
complexproblemsandidentifycorrespondencesbetweendifferentapproaches.
MP.5 Useappropriatetoolsstrategically.
Mathematicallyproficientstudentsconsidertheavailabletoolswhensolvingamathematicalproblem.These
toolsmightincludepencilandpaper,concretemodels,aruler,aprotractor,acalculator,aspreadsheet,a
computeralgebrasystem,astatisticalpackage,ordynamicgeometrysoftware.Proficientstudentsare
sufficientlyfamiliarwithtoolsappropriatefortheirgradeorcoursetomakesounddecisionsaboutwheneachof
thesetoolsmightbehelpful,recognizingboththeinsighttobegainedandtheirlimitations.Forexample,
mathematicallyproficienthighschoolstudentsanalyzegraphsoffunctionsandsolutionsgeneratedusinga
graphingcalculator.Theydetectpossibleerrorsbystrategicallyusingestimationandothermathematical
knowledge.Whenmakingmathematicalmodels,theyknowthattechnologycanenablethemtovisualizethe
resultsofvaryingassumptions,exploreconsequences,andcomparepredictionswithdata.Mathematically
proficientstudentsatvariousgradelevelsareabletoidentifyrelevantexternalmathematicalresources,suchas
digitalcontentlocatedonawebsite,andusethemtoposeorsolveproblems.Theyareabletousetechnological
toolstoexploreanddeepentheirunderstandingofconcepts.
ProblemoftheMonth Movin’nGroovin’
©NoyceFoundation2014.
ThisworkislicensedunderaCreativeCommonsAttribution‐NonCommercial‐NoDerivatives3.0
UnportedLicense(http://creativecommons.org/licenses/by‐nc‐nd/3.0/deed.en_US).
6