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.
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
This task is designed for third grade studenrs learning applications of single digit multiplication. Students are given an application along with a student response and asked to critique the student response. The task uses argumentation language by first asking students to solve the problem, then having students state a claim and provide evidence to support the claim. The task provides space for each piece of the argument.
Microsoft Word version: 3_OA_MultiplicationSingleDigit_Problem_Critique
PDF version: 3_OA_MultiplicationSingleDigit_Problem_Critique
In Art Supplies, third graders are given a single-digit multiplication word problem. Students must critique the two given responses, which address the misconception that the number of boxes and the amount in each box should be added together and not multiplied. A graphic organizer is provided and contains argumentative language to help students create their claim and provide evidence and warrants.
Microsoft Word version: 3_OA_MultiplicationSingleDigit_Problem_Critique_ArtSupplies
Pizza Party is a task designed for third grade students working on multiplication. Students must use multiplication to determine how many pizzas to order, knowing how many slices are needed. Ultimately, a comparison must be made between the operations of 4×8, 3×10, and 2×16. The task is a multiple step problem in which students must critique the answers of two people and decide with whom to agree.
Microsoft Word version: 3_OA_Multiplication_Problem_Critique_PizzaParty
PDF version: 3_OA_Multiplication_Problem_Critique_PizzaParty
I used this task in my 3rd grade classroom as an introduction to equivalent fractions. Students were given a visual, as well as a written description of 2 different ways that students split a pizza. The idea was for students to shade in fraction pieces and see that the 2 fractions were equivalent, however students were not told how to go about solving the problem. The task gives students a place to write their claim and argument, as well as a place to write what their partner thinks.
Microsoft Word version: 3_NF_FractionsEquivalence_ThinkPairShare_Critique
PDF version: 3_NF_FractionsEquivalence_ThinkPairShare_Critique
What Do You Think is for third graders to understand the concept of fraction equivalence. Students are given a square divided into sections, with some of them shaded, and two responses as to the amount of squares shaded. Argumentation language is used when asking students to critique the given responses and explain their own thinking.
Microsoft Word version: 3_NF_FractionsEquivalence_Problem_Critique_WhatDoYouThink
Microsoft Word version: 3_NF_FractionsComparing_Problem_Critique_PartsOfACake
This task was used with third 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 fractional part becomes.
Microsoft Word version: 3_NF_FractionsComparing_Problem_Critique_ComparingFractions