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Task Types  
Type I: Tasks assessing concepts, skills and procedures  Type II: Tasks assessing expressing mathematical reasoning  Type III: Tasks assessing modeling / applications 
Type I tasks include a balance of conceptual understanding, fluency, and application. These tasks can involve any or all mathematical practice standards. Type I tasks will be machine scorable and will include innovative, computerbased formats. Type I tasks will appear on the End of Year and Performance Based Assessment components and generate evidence for measuring major, additional, and supporting content with connections to the mathematical practices as indicated in the PARCC Model Content Frameworks for Mathematics.*  Type II tasks call for written arguments/justifications, critique of reasoning, or precision in mathematical statements (MP. 3, 6). These tasks can also involve other mathematical practice standards. Type II tasks may include a mix of innovative, machine scored and hand scored responses. Type II tasks will be included on the Performance Based Assessment component and generate evidence for measuring mathematical reasoning with connections to content.  Type III tasks call for modeling/application in a realworld context or scenario (MP.4) and can also involve other mathematical practice standards. Type III tasks may include a mix of innovative, machine scored and hand scored responses. Type III tasks will be included on the Performance Based Assessment component and generate evidence for measuring mathematical modeling/application with connections to content. 
Sample Tasks  Sample Tasks  Sample Tasks 



*PARCC’s Model Content Frameworks for Mathematics designate clusters as Major, Additional and Supporting for each grade and course. As discussed in the Model Content Frameworks, some clusters that are not major emphases in themselves are designed to support and strengthen areas of major emphasis, while other clusters that may not connect tightly or explicitly to the major work of the grade would fairly be called additional.
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