Step 1: Task. What is your task? Step 2: Plan. Explain how you planed for your launch. Answer the following questions. 1. What are the key contextual features of the task? o How will you elicit and develop students' understanding of these features? 2. What key mathematical ideas do your students need to understand so that they will be able to engage in solving the task? o How will you elicit and develop students understanding of these mathematical ideas? 3. Which additional language in the task statement is likely to be confusing or unfamiliar to some or all of your students? o How will you support your students to develop common language to describe the key contextual features, mathematical ideas, and additional language central to the task? 4. What specifically do you need to avoid doing in the launch so that you maintain the cognitive demand of the task? Reflect. Drawing on information from Step 1 and Step 2, reflect on the effectiveness of your task launch. Explain how your lesson planning for task launch did or did not support students in (i) understanding key contextual features, (ii) understanding key mathematical ideas, (jii) developing common language, and (iv) maintaining the cognitive demand of the task. Apply. Explain what you would do differently to advance your task launch. If you were to teach launch this task again, what you would do the same or differently to improve students' engagement, motivation, and learning. Task: To make eight pancakes, a recipe requires two cups flour, two eggs, and one cup milk. How much flour, eggs, and milk will you need to create 12 pancakes? Analysis of cognitive demand: Using the mathematics from the task and the language of the Task Analysis Guide (TAG), Jjustify the specific cognitive demand of the task (e.g., Procedures with Connections or Doing Mathematics). That is, convince us why you think your task is a high-cognitive demand task. High Cognitive Demand: To complete this work, students must comprehend proportional reasoning, which holds that the amount of ingredients equals the quantity of pancakes that must be created. In addition to computing the necessary numbers, students must comprehend the underlying relationship between the quantities