Gr 4_NF_FractionsAddition_Problem_Construct

We used this task to teach teachers about how to use a Talk Frame in their instruction to begin lessons that support argumentation. The main objective was to develop teachers’ understanding of how to use the Talk Frame in order to give students the opportunity to first work independently, then as a group, then for groups to present 3 distinct approaches/strategies to problem solving and finally to critique each other’s mathematical argument. This task required teachers to experience participating in a Talk Frame from the lens of the student. They needed to work with their groups to select a strategy, provide evidence of how the strategy got them to their solution, and finally to come away with some understandings either about Talk Frames or around the actual content of the problem.

Microsoft Word version: 4_NF_FractionsAddition_Problem_Construct

PDF version: 4_NF_FractionsAddition_Problem_Construct

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Gr 4_NF_Fractions_Problem_Critique_DifferentDenominators

This task was used with fourth graders to develop reasoning skill with fractional equivalence related to adding fractions. The task requires students to demonstrate an understanding that unlike fractions must be converted to equivalent forms to be added.

Microsoft Word version: 4_NF_Fractions_Problem_Critique_DifferentDenominators

PDF version: 4_NF_Fractions_Problem_Critique_DifferentDenominators

Gr 4_NF_Fractions_Problem_Critique

I used this task during a fourth grade unit on fractions. I wanted to measure students’ understanding of equivalence. The objective was for students to demonstrate their understanding of equivalent fractions using a graphic organizer for a mathematical argument. Students struggled to figure out how they could fill in the evidence section of the graphic organizer.

Microsoft Word version: 4_NF_Fractions_Problem_Critique

PDF version: 4_NF_Fractions_Problem_Critique

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Gr 4_NF_Fractions_Problem_Critique_CarlosThoughts

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

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