GROUND BEEF - Task

Oct 16, 2026

Classroom task integrating Common Core State Standards for Mathematics with Career and Technical Education (CTE) Knowledge & Skills Statements. Targets specific mathematical modeling, precision, and reasoning practices while emphasizing algebraic equation solving, creating and graphing equations, units and accuracy, proportional relationships, and probability estimation via data. Aligns math outcomes with food product development and inspection processes, recommending coursework such as Algebra/Geometry and Food Science. Includes instructions for repeated basic calculations and outlines possible use of Pearson’s Square method.

LanguageEnglish

CategoryExam

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Task: GROUND BEEF

Target Common Core State Standards in Mathematics

Target Standards for Mathematical Practices

Target CTE Knowledge & Skills Statements

Recommended Course(s)

Additional Instructions

Key Terms

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This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning – and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.
TASK: GROUND BEEF | | --- | |
TARGET COMMON CORE STATE STANDARD(S) IN MATHEMATICS: | | A.REI.6 Solve systems of linear equations exactly and approximately focusing on pairs of linear equations in two variables. A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. * N.Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. * N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. * 7.RP.3 Use proportional relationships to solve multi-step ratio and percent problems. 7.SP.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. | |
TARGET STANDARDS FOR MATHEMATICAL PRACTICES | | MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.6 Attend to precision. | |
TARGET CAREER AND TECHNICAL EDUCATION (CTE) KNOWLEDGE & SKILLS STATEMENTS: | | AGAP01.02.01 Execute key processes related to food product development and enhancement. AGAP01.03.01 Prepare products for distribution using an analysis of available product preparation operations. AGPG01.04.01 Monitor inventory levels to accomplish practical inventory control. AGPA01.04.02 Develop slaughter/inspection techniques to process food products and analyze food product options. | |
RECOMMENDED COURSE(S): | | Algebra I or Geometry; Integrated Math I or II; Food Science; Food Processing and Products | |
ADDITIONAL INSTRUCTIONS: | | This task requires repeated basic calculations and may or may not use Pearson’s Square method to find part of the solution. It can be completed in one class period and may be used as a formative or summative task.
* Modeling standards appear throughout the CCSS high school standards and are indicated by a star symbol ( *) . | | | | | --- | --- | | About the Common Core State Standards in Mathematics
The Common Core State Standards (CCSS) for Mathematics are organized by grade level in grades K–8. At the highschool level, the standards are organized by conceptual category (number and quantity, algebra, functions, geometry, and probability and statistics), showing the body of knowledge students should learn in each category tobe college and career ready, and to be prepared to study more advanced mathematics. The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school [years.](years. www.corestandards.org)[ ](years. www.corestandards.org)[www.corestandards.org](years. www.corestandards.org)
[About the Common Core State Standards in English Language Arts/Literacy](About the Common Core State Standards in English Language Arts/Literacy)
The Common Core State Standards (CCSS) for ELA/Literacy are organized by grade level in grades K–8. At the highschool level, the standards are organized by 9-10 and 11-12 grade bands. Across K-12 there are four major stra

FAQs

What is the purpose of the GROUND BEEF task?

It demonstrates how Common Core mathematics and CTE knowledge & skills statements can be integrated into classroom learning and provides a truly authentic task for either mathematics or CTE courses.

Which mathematical topics and skills does the task target?

It targets solving systems of linear equations (exact and approximate), creating and graphing equations in two or more variables, using units and choosing appropriate accuracy, proportional relationships for ratio/percent problems, and estimating probability from data.

How is the task designed to be completed in class?

The task requires repeated basic calculations, may or may not use Pearson’s Square method, and can be completed in one class period, suitable as a formative or summative task.

Oct 16, 2026

Uploaded by Alexandar