Students were able to come up with more than one way to solve the problem and then compare the work of other students. The task also allowed students to argue about the reasoning of others.
Microsoft Word version: 4_NF_FractionsDecimals_Problem_Construct
PDF version: 4_NF_FractionsDecimals_Problem_Construct
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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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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 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
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