5th Grade Task: Scaling Points

5th Grade Task: Scaling Points

5th Grade Task: Scaling Points

Standards & Objectives

Essential and guiding questions:

In parts (a)‐(d), when was your product between 0 and A? When was your product larger than A? Is this always true? Why or why not?
Suppose we stretched a rubber band between 0 and A, then allowed the end that touched A to either stretch or shrink to our points representing the product of another factor and A. How would we know when the rubber band would shrink? How would we know when the rubber band would stretch?

Activity/Task Variations

Blooms taxonomy level:

Applying

Differentiation suggestions:

If students cannot get started. . .

What would you do in part (a) if your number A represented 5 on the number line? How would you solve the problem? How would you solve the problem if your number A represented 10? How would this process change if your number A represented 12?

Extension suggestions:

if students finish early. . .

Are there other ways you could find your answers to parts (a)‐(d)?
What other ways could be used? Do these different strategies give you the same point on the number line every time?

Originator:

Tennessee Department of Education

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