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
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
Ice Cream Sundaes is geared towards third graders developing multiplication skills. This task asks students to find the total number of possible combinations of two separate entities. Students must construct an argument and are given space to provide work and space to explain thinking. This problem can open the class to conversations about methods to solve the problem because students can do the math (single digit multiplication), draw pictures, or create a diagram.
Microsoft Word version: 3_OA_MultiplicationSingleDigit_Problem_Construct_IceCreamSundaes
PDF version: 3_OA_MultiplicationSingleDigit_Problem_Construct_IceCreamSundaes
Third graders are developing an understanding of the commutative property through single-digit multiplication in Same of Different?. Students are asked if two rectangles are the same given reverse length and width measurements. Argumentation language is present when asking students to explain their thinking using claim, evidence, and warrants.
Microsoft Word version: 3_OA_MultiplicationPropertyCommutative_Problem_Construct_SameOrDifferent
PDF version: 3_OA_MultiplicationPropertyCommutative_Problem_Construct_SameOrDifferent
I used this task with my 3rd grade students. Students had been previously introduced to rounding numbers. This task was part of the introduction to estimation. In order to make a claim, students had to first round the numbers, and then add the rounded numbers to find the estimate. The task required students to state a claim and argument, as well as include what their partner said.
Microsoft Word version: 3_OA_EstimationAddition_Problem_Construct
PDF version: 3_OA_EstimationAddition_Problem_Construct
This task is used with third grade students. The task is an application of single digit division, but encourages students to draw a picture in order to construct an argument. The application asks students to distribute cookies to 5 people, given 15 cookies. Students must construct an argument by stating a claim and providing evidence. Students are then encouraged to engage in a pair-share and understand a partner’s thinking.
Microsoft Word version: 3_OA_DivisionSingleDigit_WordProblem_Construct
PDF version: 3_OA_DivisionSingleDigit_WordProblem_Construct
I used this task with my 3rd grade students. The problems are basic addition and subtraction word problems. Although this is a concept students had previously learned at earlier grade levels, it is something that is good to spiral back to. Both problems gave students an opportunity to use regrouping. I had found that many of my students would tense up when seeing math word problems, and instead of showing their work or providing reasoning, would simply put a single number. This task forced students to actually show they reasoning and how they got to their answers, instead of simply writing “the answer.” The task also left room for students to discuss the findings with a partner and record how their partner solved them.
Microsoft Word version: 3_OA_AdditionSubtraction_WordProblem_Construct
PDF version: 3_OA_AdditionSubtraction_WordProblem_Construct
This task was used with fifth graders to develop fractional number sense. It emphasizes the relationship of the denominator to the size of a unit fraction. Students struggle with this fundamental understanding of fractions because it contradicts the relationship of whole numbers that they are familiar with (i.e. as the number in the denominator gets larger, the value of the unit fraction gets smaller). This task requires students to realize that the denominator signifies the number of equal parts in the whole. Consequently, the more equal parts there are in the whole, the smaller each part becomes.
Microsoft Word version: 3_NF_Fractions_Problem_Construct_ChangingDenominators
PDF version: 3_NF_Fractions_Problem_Construct_ChangingDenominators
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