Rigor in Grades 6 – 8 1

Rigor Task Handout, Grade 7

2 Rigor in Grades 6 – 8

“A social justice priority in mathematics education is to openly challenge deficit thinking and the

institutional tools and practices that perpetuate static views about children and their

mathematics competencies. Eliminating the deficit discourse by focusing on learning rather than

labels is a key step toward a more just and equitable mathematics education.” –National Council

of Supervisors of Mathematics and TODOS: Mathematics for All

3 Rigor in Grades 6 – 8

Conceptual Understanding Task #1 Each expression below gives the rate of change of temperature in degrees Celsius

over a certain period of time. Interpret each expression below in terms of the

temperature change.

Source: Available from https://www.illustrativemathematics.org/content-­ ‐standards/tasks/2041

Conceptual Understanding Task #2

3 Rigor in Grades 6 – 8

, accessed 17 June 2016.

4 Rigor in Grades 6 – 8

Conceptual Understanding Task #3

Source: Available from https://www.illustrativemathematics.org/content-­ ‐standards/tasks/1450

5 Rigor in Grades 6 – 8

Procedural Skills and Fluency Task #1

Source: Available from

http://achievethecore.org/content/upload/7.NS.A.1%20&%207.NS.A.2%20Operations%20on%20Rational%20Numbers.pdf

6 Rigor in Grades 6 – 8

Procedural Skills and Fluency Task #2

, accessed 17

June 2016.

7 Rigor in Grades 6 – 8

Procedural Skills and Fluency Task #3

, accessed 17 June

2016.

8 Rigor in Grades 6 – 8

Application Task #1

I. A

II. B

III. C

IV. D

V. (10.4, 13)

VI. (13, 10.4)

VII. There is not enough information to determine this.

Source: Available from https://www.illustrativemathematics.org/content-­ ‐standards/tasks/1186

9 Rigor in Grades 6 – 8

Application Task #2

Source: Available from https://www.illustrativemathematics.org/content-­ ‐standards/tasks/106

10 Rigor in Grades 6 – 8

Application Task #3

Source: Available from https://www.illustrativemathematics.org/content-­ ‐standards/7/NS/A/3/tasks/298