Adapted Task for ILP & Self-Assessment Rubric

Lauren Ferguson

Standard: 1.5 The student will recall basic addition facts with sums to 18 or less and the corresponding
subtraction facts.

Adapted task (problem) should be written as a short narrative and include one or more questions for
kids to use problem solving to respond, their response should include justification. Pose your task:

You and your friends are playing a board game. Each of you will have a turn rolling 3 number cubes at
one time. Your friend rolls all 3 number cubes and counts a total of 13. What 3 numbers did his
number cubes land on? How many different combinations of 3 numbers can you come up with?

Materials needed for task (list here):

- Number cubes
- Snap cubes
- Paper and pencil

Self-assessment of Adapted Task (problem)

Description Meets Expectation Needs Improvement

Task written as short
narrative using kid friendly
language
There are multiple entry
points to accommodate all
learners.
There are multiple exit
points to accommodate all
learners
The task is cognitively
demanding & requires
problem solving without
your guidance
The task is problematic –
lends itself to multiple
solution strategies, decision
making, and/or affords
substantive math talk for
kids (math understanding is
developed)
Your task is aligned to standard; you
or a student can pose (read) the task
& unless kids ask clarifying questions,
problem solving begins right away.
You let go after posing the task !
All learners can start right away using
what they know. Some kids may
need tools or other materials to
support their problem solving and
that’s OK. Materials are listed.
All learners can find an acceptable
and reasonable solution; there MUST
be multiple solution strategies; there
MAY be more than one correct
solution.
The task requires kids to think (see
slides from Class 5), develops
relational understanding (see article
by Skemp), and use the Task Analysis
Guide (Bb Resources tab) to evaluate
Problematic: the task may be solved
more than one way, even for one
answer; multiple answers reasonable
& justified; task affords math talk
(i.e., sense making, different
strategies, reasoning, justification,
comparisons)
Your task requires kids to wait
for guidance and follow steps;
there are built in checkpoints;
kids cannot progress
independently; not SOL aligned
If your task can only be solved
using a specific formula or
algorithm, it may not be
accessible for all; too easy for
gifted & too hard for most
You have no idea about more
than one way to solve the task or
you cannot come up with a way
accommodate or mediate the
task for diverse learners
Your task does not require
thinking, and solutions can be
found using instrumental
understanding or procedural
skills (e.g., counting)
There is only one solution
approach and there is nothing to
drive mathematics discourse or
the task does not lead to
developing math understanding