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
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
PDF version: 3_NF_FractionsEquivalence_Problem_Critique_WhatDoYouThink
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
PDF version: 3_NF_FractionsComparing_Problem_Critique_ComparingFractions
Different Ideas is a task designed for third graders to understand how to compare two fractions with the same numerator but different denominators. Students must critique Penelope’s idea that the bigger fraction is the one with the bigger denominator. Argumentation language is used when reminding students to provide a claim, evidence, and warrants.
Microsoft Word version: 3_NF_FractionsComparing_Problem_Critique_DifferentIdeas
PDF version: 3_NF_FractionsComparing_Problem_Critique_DifferentIdeas
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