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Gr 4_NF_Fractions_Problem_Critique_CarlosThoughts

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Carlos’ Thoughts is a task created for fourth graders working on fractions. The task asks students to crtique a comparison of a mixed number to an improper fraction. The task uses argumentation language including claim, evidence and warrant. This task gets at a common error in reading mixed numbers versus improper fractions in which students see a whole number in front of a fraction and assume it is larger than the improper fraction. The task may also display a student’s ability to convert between mixed numbers and improper fractions.

Microsoft Word version: 4_NF_Fractions_Problem_Critique_CarlosThoughts

PDF version: 4_NF_Fractions_Problem_Critique_CarlosThoughts

Gr 4_NF_Fractions_Problem_Critique_AShadedRectangle

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A Shaded Rectangle is a fractions problem involving a picture for fourth graders. Students are given a rectangle divided into sections, with some sections shaded, and a given student response stating how much of the rectangle is shaded. Argumentation language is used when asking students to critique the response, create a claim, and explain their thinking on whether the student response is correct.

Microsoft Word version: 4_NF_Fractions_Problem_Critique_AShadedRectangle

PDF version: 4_NF_Fractions_Problem_Critique_AShadedRectangle

Gr 4_NF_Fractions_BriefArgument_Construct

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This task was intended for grade 4 students. The main objective was to have the students demonstrate understanding of equivalent fractions. The task required them to construct an argument which would help explain whether they agreed or disagreed with the claim.

Microsoft Word version: 4_NF_Fractions_BriefArgument_Construct

PDF version: 4_NF_Fractions_BriefArgument_Construct

Gr 4_NBT_Multiplication_ThinkPairShare_Critique_Statement

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This multi-digit multiplication task was used with fourth-grade students. Students are asked to critique a statement on if two numbers multiplied together are equal to two numbers added together. After an initial conjecture, students share their ideas with a partner and identify similarities and differences between the two arguments. This task contains argumentative language, including claim and evidence.

Microsoft Word version: 4_NBT_Multiplication_ThinkPairShare_Critique_1

PDF version: 4_NBT_Multiplication_ThinkPairShare_Critique_1

Gr 4_NBT_Multiplication_ThinkPairShare_Critique

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This task is designed as a think-pair-share. It sets a multiplication expression equal to an addition expression and asks students to agree or disagree about the equality. Fourth grade students are given a template to state a claim, and explain it, then compare arguments. This task can be used to open a class discussion about different ways to think about double digit multiplication. Students can look at 10×24 as (10×20)+(10×4) which would show the comparison between 10×24 and 200+40 nicely.

Microsoft Word version: 4_NBT_Multiplication_ThinkPairShare_Critique

PDF version: 4_NBT_Multiplication_ThinkPairShare_Critique

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Gr 3_OA_SubtractionMultiDigitAlgorithm_Problem_Critique_1

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I used this task with my 3rd grade students. The purpose of this task was to notice how to use regrouping when subtracting. 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.

Gr 3_OA_SubtractionAddition_WordProblem_Construct

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This task is a set of addition and subtraction word problems with three follow up questions created for third graders. Double-digits are used in the word problems and students must decide for themselves when to use addition or subtraction through the construction of the responses. The follow up questions contain argumentative language and ask students to describe how they solved the problem, the warrants behind it, and a claim and evidence pertaining to a partner’s strategy.

Microsoft Word version: 3_OA_SubtractionAddition_WordProblem_Construct

PDF version: 3_OA_SubtractionAddition_WordProblem_Construct

Gr 3_OA_SubtractionAddition_TalkFrame_Critique

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This task is geared towards third graders. The task states a problem asking for the difference between two quantities and asks students to crititque two statements about the problem: Is finding the difference an addition or subtraction problem? Students are provided space to think about the problem, make a claim, and provide evidence. This task could start a class discussion about how students might think differently about subtraction problems. Some students may state that this is subtraction because one can subtract the two quantities to find a difference while other students may look at this as an addition problem by looking at how much must be added to one quantity to get to the next.

Microsoft Word version: 3_OA_SubtractionAddition_TalkFrame_Critique

PDF version: 3_OA_SubtractionAddition_TalkFrame_Critique

Gr 3_OA_PropertyCommutativeAddition_ThinkPairShare_Construct

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This think-pair-share task is provided for third-grade students to understand the commutative property for addition. Using a statement with single-digit numbers, students must construct an argument on whether the true statement is correct and share their ideas with a partner. A graphic organizer is provided to help students create their claim and evidence, as well as record their partner’s ideas and any similarities/differences.

Microsoft Word version: 3_OA_PropertyCommutativeAddition_ThinkPairShare_Construct

PDF version: 3_OA_PropertyCommutativeAddition_ThinkPairShare_Construct