construct

Gr 3_NF_Fractions_Problem_Construct_ChangingDenominators

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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

Gr 3_NBT_Rounding_ThinkPairShare_Construct

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This task requires third grade students to find a halfway point between two numbers (30 and 40) and construct an argument explaining how he or she knows that their number is the halfway point. Students are also asked to engage in a think-pair-share in which they discuss the process with a partner. The task may lead to a good discussion about medians or about rounding and how to round to the nearest tenth when a number ends in a 5.

Microsoft Word version: 3_NBT_Rounding_ThinkPairShare_Construct

PDF version: 3_NBT_Rounding_ThinkPairShare_Construct

Gr 3_MD_MeasurementVolume_Problem_Construct_BakingACake

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This task is designed for third grade students to understand measurement in terms of volume. Students must decide if they have enough oil to bake a cake, construct an argument, and explain their thinking. Baking a Cake requires students to convert from ounces to cups and vice versa, and contains whole numbers and fractions.

Microsoft Word version: 3_MD_MeasurementVolume_Problem_Construct_BakingACake

PDF version: 3_MD_MeasurementVolume_Problem_Construct_BakingACake

Gr 3_MD_MeasurementPerimeter_Problem_Construct_HowManyPerimeters

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How Many Perimeters is an argumentative task designed for third graders that utilizes visual thinking, hands-on interaction, and divergent thinking, with modifications provided. Students are asked to use algebra tiles to determine if all shapes created with the same three tiles will have the same perimeter. Argumentative language, such as constructing a claim and providing evidence, are heavily used throughout the bulleted and multi-part task, and students are asked to work in teams and share their claims with the class.

Microsoft Word version: 3_MD_MeasurementPerimeter_Problem_Construct_HowManyPerimeters

PDF version: 3_MD_MeasurementPerimeter_Problem_Construct_HowManyPerimeters

Gr 3_MD_MeasurementArea_ArgumentFrame_Construct

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This task is designed for third graders to construct an argument comparing the area of two rectangular rooms given side lengths. Students must understand the relationship between length and area. Students are given a graphic organizer that provides argumentation vocabulary including claim, evidence, and warrant.

Microsoft Word version: 3_MD_MeasurementArea_ArgumentFrame_Construct

PDF version: 3_MD_MeasurementArea_ArgumentFrame_Construct

Gr 2_NBT_PropertiesCommutative_ThinkPairShare_Construct

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I used this task early on for my 3rd grade class. The reason for giving this task was to allow students to see and recognize the commutative property of addition. The problem is very basic, and allows space for students to give their claim and argument, and also to have a discussion with a partner. Students struggled with understanding what the word “equals” means. They were not used to seeing an equation after the equal sign. Once students understood that equals actually means “the same,” they had a better understanding of how the commutative property works.

Microsoft Word version: 2_NBT_PropertiesCommutative_ThinkPairShare_Construct

PDF version: 2_NBT_PropertiesCommutative_ThinkPairShare_Construct