This is where the secondary geometry task types will go.
This is where the elementary task types will go.
I used this task with my 3rd grade students. The purpose of this task was to notice how to use regrouping when subtracted. I wanted students to recognize and understand when it is appropriate to regroup when subtracting. The students were given 2 different answers for the same subtraction problem. The student had to decide which answer was correct. The student had a place to include their claim and argument, as well as have time to discuss with a partner and record their partner’s thoughts.
Microsoft Word version: 3_OA_SubtractionMultiDigitAlgorithm_Problem_Critique
PDF version: 3_OA_SubtractionMultiDigitAlgorithm_Problem_Critique
This task is a problem created for third graders on the use of the subtraction algorithm with multi-digit numbers. An example of a student’s work is given on solving a multi-digit subtraction problem, where they forget to borrow from the tens place. The questions in this task are scaffolded with argumentative language to require a critique to the question, a claim, evidence, and warrants.
Microsoft Word version: 3_OA_SubtractionMultiDigitAlgorithm_Problem_Critique_1
This checklist was created to support grade 4 and 5 students with their written mathematical arguments. It was introduced in small groups to see how students responded to the tool: did it help them understand the different components of a mathematical argument and did it help them evaluate their own work. This checklist served as a scaffold to rubrics that assess each component of an argument.
Double Trouble is a talk frame task for sixth graders. Students are given two conjectures on multiplication, that when you multiply by three, you double the number and add another number, and that when you multiply by four, you add two doubles of the number together. Students are asked to provide a critique using argumentation language on if the reasoning works and a claim.
Microsoft Word version: 6_double-trouble_FINAL
PDF version: 6_double-trouble_FINAL
This task is an argument frame for sixth graders on fraction additon. Students are given a problem where two people eat different fraction portions of pizza and must determine who ate more pizza. Through the graphic organizer, students have a place to provide the details of their critique of the solutions, such as their claim, evidence, and warrants.
Microsoft Word version: 6_Copy-of-PeerFeedbackArgumentFrame-_-Stuffed-with-Pizza
The Mathematical Argument Scaffold provides a template and space for each piece of a powerful argument. The scaffold works well with the Argumentation Poster, as it uses the same graphics and helpful words. There is a space for the claim, evidence, and warrant. This scaffold is designed for fifth grade students, but would work well with any students working on argumentation.
Microsoft Word version: 6_Copy-of-Mathematical-Argument-Scaffold
PDF version: 6_Copy-of-Mathematical-Argument-Scaffold
This is a fraction note page used with fifth graders. The task provides a chart, with sections for a question, computation, model, and explanation. More specifically, the what, how, and why of a concept are outlined easily for students to see and use.
Microsoft Word version: 6_Copy-of-Fraction-Exploration-Notebook-Page
PDF version: 6_Copy-of-Fraction-Exploration-Notebook-Page