critique

Gr 5_NF_FractionsAdditionComparing_Problem_Critique_FillingUpOnApples

Posted on by

Filling up on Apples is a problem created for fifth graders on fraction addition and comparing fractions. In the task, two people eat multiple fraction amounts of apples and students are to use equivalent fractions and knowledge of fraction addition to determine how many apples were eaten. Scaffolding is used to break down the fractions and allow students to work on the problem one step at a time. Students are asked, through argumentation language, to critique the response on who ate more apples and show justification.

Microsoft Word version: 5_NF_FractionsAdditionComparing_Problem_Critique_FillingUpOnApples

PDF version: 5_NF_FractionsAdditionComparing_Problem_Critique_FillingUpOnApples

Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Gr 5_NF_FractionsAdditionComparing_Problem_Critique_EatingPies

Posted on by

I used this task in my 5th grade classroom. It involves adding three fractions with unlike denominators. When the fractions are added, the sum is greater than one. The students also need to compare two mixed numbers to decide which mixed number is greater. The task requires them to decide who ate the most pie based on their comparison of two mixed numbers.

Microsoft Word version: 5_NF_FractionsAdditionComparing_Problem_Critique_EatingPies

PDF version: 5_NF_FractionsAdditionComparing_Problem_Critique_EatingPies

Gr 5_NF_FractionsAddition_Problem_Critique_StuffedWithPizza

Posted on by

Stuffed with Pizza is a problem created for fifth graders on fraction addition. In the task, two people eat multiple fraction amounts of pizza and students are to use equivalent fractions and knowledge of fraction addition to determine how much pizza was eaten. Scaffolding is used to break down the fractions and lead up to the final question, which contains argumentative language as it asks students to critique the given response on who ate more pizza.

Microsoft Word version: 5_NF_FractionsAddition_Problem_Critique_StuffedWithPizza

PDF version: 5_NF_FractionsAddition_Problem_Critique_StuffedWithPizza

Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Gr 5_NF_FractionsAddition_Problem_Critique_LotsOfPizza

Posted on by

Lots of Pizza is a task in which fifth grade students must critique student responses to how much pizza was eaten by adding fractions of the whole. Students must be able to add three fractions with different denominators and determine if the value is equivalent to the addition of two fractions with different denominators. The task asks students to agree or disagree with student claims and explain reasoning.

Microsoft Word version: 5_NF_FractionsAddition_Problem_Critique_LotsOfPizza

PDF version: 5_NF_FractionsAddition_Problem_Critique_LotsOfPizza

Gr 5_NF_FractionsAddition_Problem_Critique_FriendsWhoRun

Posted on by

Friends Who Run is a fraction addition problem designed for fifth grade. Students are given two people whose runs in a day are represented as fractions and are asked to mark distances on a number line, find the total number of miles run per person, and determine the difference between the two distances. Argumentation language is used, as well as scaffolding, to invoke the use of a claim and evidence in the critiquing the problem.

Microsoft Word version: 5_NF_FractionsAddition_Problem_Critique_FriendsWhoRun

PDF version: 5_NF_FractionsAddition_Problem_Critique_FriendsWhoRun

Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Gr 5_NF_Fractions_ProblemLesson_Critique_SharingCandyBarsPart2

Posted on by

Sharing Candy Bars Part 2 is an extension to Sharing Candy Bars, which is a fractions task designed for fifth graders with strong regards to mathematical standards. Students are asked if it is fair to divide a certain amount of candy bars amongst different amounts of people. Through pair and large group discussions, students critique each scenario, determine what fraction of candy bars each member receives, and identify the fairness.

Microsoft Word version: 5_NF_Fractions_ProblemLesson_Critique_SharingCandyBarsPart2

PDF version: 5_NF_Fractions_ProblemLesson_Critique_SharingCandyBarsPart2

Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Gr 5_NF_Fractions_ProblemLesson_Critique_SharingCandyBarsPart1

Posted on by

Sharing Candy Bars Part 1 is a task designed for fifth grade students with strong skills in fractions and decimals. Students are given different scenarios in which candy bars are split amongst people. For example, 3 candy bars are split amongst 4 people, and 4 candy bars are split amongst 5 people. Students must use problem solving skills to decide how these candy bars would be divided equally. Students are asked to identify if the amount of candy bar that each person receives is fair. The task recommends use of manipulatives and provides a detailed outline and lesson plan for teachers to use, but offers a lot of freedom for students. Partner work is recommended, and the task can open the class to many discussions on problem solving methods.

Microsoft Word version: 5_NF_Fractions_ProblemLesson_Critique_SharingCandyBarsPart1

PDF version: 5_NF_Fractions_ProblemLesson_Critique_SharingCandyBarsPart1

Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Gr 5_NF_Fractions_Problem_Critique_BreakingApartACandyBar

Posted on by

In Breaking Apart a Candy Bar, fifth-grade students are given a problem on fractions. Students are asked if they agree that when four equal sections are split equally in half, then there are eight equal sections. Students must critique the given response and create a claim and provide evidence as to why they agree or disagree.

Microsoft Word version: 5_NF_Fractions_Problem_Critique_BreakingApartACandyBar

PDF version: 5_NF_Fractions_Problem_Critique_BreakingApartACandyBar

Gr 5_NBT_DecimalsOrdering_Problem_Critique_BattingOrders

Posted on by

Batting Orders is a task designed for fifth graders developing skills with decimals. Students must critique a student response that has to order three decimals from least to greatest. The decimals all go to thousandths place value. Students must be able to compare the decimals and order them. The task uses argumentation language by asking students to state a claim and consider warrants.

Microsoft Word version: 5_NBT_DecimalsOrdering_Problem_Critique_BattingOrders

PDF version: 5_NBT_DecimalsOrdering_Problem_Critique_BattingOrders