Exemplars
Dandelion Dilemma!
Teacher says orally:
“Our class was wondering whether dandelions were weeds
or pretty flowers. They grow in many parts of our school
yard. They seem to spread a lot of seeds.”
“Cut a piece of string 1 meter long. Tie or tape the ends
together. In a space in the school yard with many dandelions,
spread out your string in the shape of a square. Count the
number of dandelion plants inside your square. Record the
number on the form I provided, then answer the three
questions.”
Form provided to students:
My square had ___ dandelion plants.
If each plant had 10 leaves, how many leaves would be in
your square?
There would be ___ leaves in my square.
If each plant has 5 flowers, how many flowers would be in
your square?
There would be ___ flowers in my square.
If each flower becomes 100 seeds, how many seeds will the
plants spread?
___ seeds would be spread.
Exemplars ©
271 Poker Hill Rd., Underhill, VT 05489
Phone 800-450-4050
Dandelion Dilemma!
- Page 1 -
Exemplars
Grade Level K–2
Dandelion Dilemma!
Teacher says orally:
“Our class was wondering whether dandelions were weeds or pretty flowers. They grow in
many parts of our school yard. They seem to spread a lot of seeds.”
“Cut a piece of string 1 meter long. Tie or tape the ends together. In a space in the school
yard with many dandelions, spread out your string in the shape of a square. Count the
number of dandelion plants inside your square. Record the number on the form I provided,
then answer the three questions.”
Form provided to students:
My square had ___ dandelion plants.
If each plant had 10 leaves, how many leaves would be in your square?
There would be ___ leaves in my square.
If each plant has 5 flowers, how many flowers would be in your square?
There would be ___ flowers in my square.
If each flower becomes 100 seeds, how many seeds will the plants spread?
___ seeds would be spread.
Context
We do a week–long study of dandelions in the spring when children collect bouquets to bring
to their teachers, and when people discuss why dandelions are such a nuisance.
What This Task Accomplishes
This task allows children to measure and cut a meter length of string and use it to collect
their own data. Counting strategies will be evident as students find out the number of leaves,
flowers, and seeds within their own space. As a class this can then be extended to include
numbers within the class area for use with another possible task: “What is the typical number
of dandelions in a 33.3 x 33.3 square meter space on our playground?”
Exemplars ©
271 Poker Hill Rd., Underhill, VT 05489
Phone 800-450-4050
Dandelion Dilemma! (cont.)
- Page 2-
Exemplars
What the Student Will Do
Students will collect data and use it to provide information on dandelions. Some may draw,
tally, graph, use counting strategies, or use a combination of these. Students will then use this
data to answer the three questions asked. Many strategies will be employed while solving
this part of the problem from counting by 5s, 10s and 100s, to using diagrams, manipulatives,
and number sentences.
Time Required for Task
About an hour or longer, as data needs to be collected first. For first–grade students we used
two shorter class periods, collecting data first and then doing the actual task later.
Interdisciplinary Links
This task is just one of many that we do around the theme of dandelions. We explore
dandelions as weeds or flowers, nuisance or friend, and how people view and deal with
dandelions. We dig up whole plants (roots and all), to measure the lengths of roots, leaves,
stems, and diameters of blossoms. We also practice counting using leaves and flowers. We
share the story Dandelion by Don Freeman, do story maps, and write and sing songs about
dandelions. In art, we make dandelion puppets, and paint and make collages of dandelions.
Teaching Tips
We are usually a day or more into our dandelion study before we do this problem. We will
have had discussions of why dandelions are pretty or not, where they grow, allergy problems,
strategies for getting rid of them, etc. Students also will have had experience counting by 5s,
10s and perhaps 100s, so that the problem is manageable. Students will also have experience
using drawings, manipulatives, tallying, and counting as problem–solving strategies.
Suggested Materials
Small manipulatives for representations and counting, string, scissors, tape, glue, a meter
stick, paper, pencils and clipboards
Possible Solutions
Students will arrive at a variety of solutions based on the number of dandelion plants they
count in their sample. Look for solutions that utilize correct mathematics based on the
original count.
Exemplars ©
271 Poker Hill Rd., Underhill, VT 05489
Phone 800-450-4050
Dandelion Dilemma! (cont.)
- Page 3-
Exemplars
Benchmark Descriptors
Novice
The novice will cut a meter length of string and will count the dandelions within the square,
but will not have an approach that will work to use that data to solve the rest of the problem.
Little or no math language will be used, and no, few, or inaccurate math representations will
be attempted.
Apprentice
The apprentice will cut a meter length of string and will accurately count the dandelions
within the square. The apprentice may also explain or show this process using pictures or
words. Evidence will be lacking on how the rest of the problem is solved, and not all parts
will be addressed or will be correct. Little math language will be used, but work will be
present to support aspects of the solution.
Practitioner
The practitioner will cut a meter length of string and will accurately count the dandelions
within the square. The practitioner will use this information to accurately find solutions to all
of the parts of the problem. Work will be present, and some math language will be used.
Expert
The expert will not only accurately and appropriately collect data, but will use an efficient
strategy for finding answers to the other parts of the problem. Reasoning will be explained,
and all work will be present. Math representations will be labeled and clear. The expert will
also make mathematically relevant comments or observations.
Author
Lillian Forsythe is a first–grade teacher at the Marion McViety School in Regina,
Saskatchewan.
Exemplars ©
271 Poker Hill Rd., Underhill, VT 05489
Phone 800-450-4050
Dandelion Dilemma! (cont.)
- Page 4 -
Exemplars
Novice
It is unclear how the
student achieved
these solutions.
No parts are correct.
Tally marks are
used incorrectly.
Exemplars ©
271 Poker Hill Rd., Underhill, VT 05489
Phone 800-450-4050
àDandelion Dilemma! (cont.)
- Page 5-
Exemplars
Apprentice
The first part of the
student’s solution is
mathematically correct.
Tally marks are
used correctly.
Little math
language is used.
The second answer is
incorrect. The third answer
could be considered correct
with regard to student
interpretations. There is no
work to support this
answer, so it is unclear.
There is work to
support the first part
of the problem.
Exemplars ©
271 Poker Hill Rd., Underhill, VT 05489
Phone 800-450-4050
Dandelion Dilemma! (cont.)
- Page 6-
Exemplars
Practitioner
The student
labels his/her work
with diagrams.
Mathematically
correct solutions
are achieved.
A diagram of plot
is shown with
five dandelions.
Exemplars ©
271 Poker Hill Rd., Underhill, VT 05489
Phone 800-450-4050
Dandelion Dilemma! (cont.)
The student shows
how the first two
answers were
achieved. It is unclear
how the third answer
came about.
- Page 7-
Exemplars
Expert
The student achieves
mathematically
correct solutions.
The student uses tally
marks correctly. Efficient
strategies were employed
for parts of the task.
Accurate and
appropriate math
language is used
throughout.
Exemplars ©
271 Poker Hill Rd., Underhill, VT 05489
Phone 800-450-4050
The student shows
how calculations
were computed.
Dandelion Dilemma! (cont.)
The student explains
his/her approach.
- Page 8-