Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

This is a lesson is performance task based on the topic of Equivalent Ratios.  It starts out with a class discussion for the warm-up and guided-practice drawing on background knowlege of students for using multiplcation of fractions to adjust ingredients of a recipe.  The performance task is design to complete in groups of 4.  The culminating discussion with students presenting their Jamboards is the formative assessment.CitationsLesson image - Created by Sheryl HuntVanilla Pudding Recipe,Task scenario problem and question a-e are adapted from (Illustrative Mathematics, 2019)Culminating Discussion Questions are found on P.43 Elementary and Middle School Mathematics: Teaching Developmentally

Students determine how much of each paint color is necessary to paint the room they are in. Students use their knowledge of ratios and area to accomplish this task.

Utah Road Trip: Standard 7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks ½ mile in each ¼ hour, compute the unit rate as the complex fraction ½/¼ miles per hour, equivalently 2 miles per hour
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).