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Gr 3_NBT_RoundingNearestHundred_ThinkPairShare_Conjecture

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This task is designed for third graders to introduce rounding numbers to the nearest hundred. The task instructions include background knowledge on rounding to the nearest ten and argumentative language when asking the students to create a conjecture about how to round and how rounding to the nearest hundred compares to the nearest ten. Students are asked to practice the idea using a three-digit number.

Microsoft Word version: 3_NBT_RoundingNearestHundred_ThinkPairShare_Conjecture

PDF version: 3_NBT_RoundingNearestHundred_ThinkPairShare_Conjecture

Gr 3_NBT_Rounding_ThinkPairShare_Construct

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This task requires third grade students to find a halfway point between two numbers (30 and 40) and construct an argument explaining how he or she knows that their number is the halfway point. Students are also asked to engage in a think-pair-share in which they discuss the process with a partner. The task may lead to a good discussion about medians or about rounding and how to round to the nearest tenth when a number ends in a 5.

Microsoft Word version: 3_NBT_Rounding_ThinkPairShare_Construct

PDF version: 3_NBT_Rounding_ThinkPairShare_Construct

Gr 3_MD_MeasurementVolume_Problem_Construct_BakingACake

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This task is designed for third grade students to understand measurement in terms of volume. Students must decide if they have enough oil to bake a cake, construct an argument, and explain their thinking. Baking a Cake requires students to convert from ounces to cups and vice versa, and contains whole numbers and fractions.

Microsoft Word version: 3_MD_MeasurementVolume_Problem_Construct_BakingACake

PDF version: 3_MD_MeasurementVolume_Problem_Construct_BakingACake

Gr 3_MD_MeasurementPerimeter_Problem_Critique_ChangingTheArea

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Changing the Area asks students to explore both area and perimeter using Base Ten Blocks. The task asks third grade students to arrange Base Ten Blocks in different ways to preserve area and change perimeter, then to preserve perimeter and change area. The task uses little argumentation language but asks students to explain reasoning and discoveries. Students are also asked to critique a student’s claim by agreeing or disagreeing and providing explanation.

Microsoft Word version: 3_MD_MeasurementPerimeter_Problem_Critique_ChangingTheArea

PDF version: 3_MD_MeasurementPerimeter_Problem_Critique_ChangingTheArea

Gr 3_MD_MeasurementPerimeter_Problem_Construct_HowManyPerimeters

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How Many Perimeters is an argumentative task designed for third graders that utilizes visual thinking, hands-on interaction, and divergent thinking, with modifications provided. Students are asked to use algebra tiles to determine if all shapes created with the same three tiles will have the same perimeter. Argumentative language, such as constructing a claim and providing evidence, are heavily used throughout the bulleted and multi-part task, and students are asked to work in teams and share their claims with the class.

Microsoft Word version: 3_MD_MeasurementPerimeter_Problem_Construct_HowManyPerimeters

PDF version: 3_MD_MeasurementPerimeter_Problem_Construct_HowManyPerimeters

Gr 3_MD_MeasurementArea_ArgumentFrame_Construct

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This task is designed for third graders to construct an argument comparing the area of two rectangular rooms given side lengths. Students must understand the relationship between length and area. Students are given a graphic organizer that provides argumentation vocabulary including claim, evidence, and warrant.

Microsoft Word version: 3_MD_MeasurementArea_ArgumentFrame_Construct

PDF version: 3_MD_MeasurementArea_ArgumentFrame_Construct

Gr 2_OA_Subtraction_Problem_Critique_AgreeOrDisagree

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This task is for second graders trying to understand the properties of single-digit subtraction. Students must agree or disagree on if the commutative property is true for subtraction. Agree or Disagree? asks students to explain their thinking.

Microsoft Word version: 2_OA_Subtraction_Problem_Critique_AgreeOrDisagree

PDF version: 2_OA_Subtraction_Problem_Critique_AgreeOrDisagree

Gr 2_OA_AdditionMultiDigit_Problem_Critique

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Second graders are required to solve double digit addition number problems with and without regrouping. They sometimes have a problem determining whether or not they need to regroup. In this problem they need to explain how they solved it and what tool they used. Most students would choose to use place value blocks or a hundreds or two hundreds chart to prove their answer.

Microsoft Word version: Gr_2_OA_AdditionMultiDigit_Problem_Critique

PDF version: 2_OA_AdditionMultiDigit_Problem_Critique

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Gr 2_NBT_PropertyOddEven_Problem_Critique

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Second graders are given a number to determine if it is odd or even. Many begin to look at the first digit of the number to determine if it is odd or even. I have students use a tool, most will choose counters to see if they can divide the number evenly.

Microsoft Word version: 2_NBT_PropertyOddEven_Problem_Critique

PDF version: 2_NBT_PropertyOddEven_Problem_Critique

Gr 2_NBT_PlaceValue_Problem_Critique_SallysWork

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Second graders are asked to critique a student response. Students must add three quantities using knowledge of place holders and place values. The task involves hundreds, tens, and ones places and asks students to explain their thinking. Student explanation requires an understanding of place values and how to write numbers given place values.

Microsoft Word version: 2_NBT_PlaceValue_Problem_Critique_SallysWork

PDF version: 2_NBT_PlaceValue_Problem_Critique_SallysWork