This task asks fourth grade students to critique a student’s comparison of two fractions. The task asks student to agree or disagree and provide an expanation. Students must compare fractions with different denominators. This addresses the common error of students only looking at the numerators and comparing them. The task may also require students to create equivalent fractions by finding common denominators in order to compare the fractions.
Microsoft Word version: 4_NF_FractionsComparing_Problem_Critique
PDF version: 4_NF_FractionsComparing_Problem_Critique
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
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
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
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
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
This task was intended for grade 4 students. The main objective was to have the students demonstrate understanding of equivalent fractions. The task required them to construct an argument which would help explain whether they agreed or disagreed with the claim.
Microsoft Word version: 4_NF_Fractions_BriefArgument_Construct
PDF version: 4_NF_Fractions_BriefArgument_Construct
This multi-digit multiplication task was used with fourth-grade students. Students are asked to critique a statement on if two numbers multiplied together are equal to two numbers added together. After an initial conjecture, students share their ideas with a partner and identify similarities and differences between the two arguments. This task contains argumentative language, including claim and evidence.
Microsoft Word version: 4_NBT_Multiplication_ThinkPairShare_Critique_1
PDF version: 4_NBT_Multiplication_ThinkPairShare_Critique_1
This task is designed as a think-pair-share. It sets a multiplication expression equal to an addition expression and asks students to agree or disagree about the equality. Fourth grade students are given a template to state a claim, and explain it, then compare arguments. This task can be used to open a class discussion about different ways to think about double digit multiplication. Students can look at 10×24 as (10×20)+(10×4) which would show the comparison between 10×24 and 200+40 nicely.
Microsoft Word version: 4_NBT_Multiplication_ThinkPairShare_Critique
PDF version: 4_NBT_Multiplication_ThinkPairShare_Critique