OA

Gr 3_OA_Multiplication_Problem_Critique_PizzaParty

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Pizza Party is a task designed for third grade students working on multiplication. Students must use multiplication to determine how many pizzas to order, knowing how many slices are needed. Ultimately, a comparison must be made between the operations of 4×8, 3×10, and 2×16. The task is a multiple step problem in which students must critique the answers of two people and decide with whom to agree.

Microsoft Word version: 3_OA_Multiplication_Problem_Critique_PizzaParty

PDF version: 3_OA_Multiplication_Problem_Critique_PizzaParty

Gr 3_OA_EstimationAddition_Problem_Construct

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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

Gr 3_OA_DivisionSingleDigit_WordProblem_Construct

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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

Gr 3_OA_AdditionSubtraction_WordProblem_Construct

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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

Gr 2_OA_Subtraction_Problem_Critique_AgreeOrDisagree

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This task is for second graders trying to understand the properties of single-digit subtraction. Students must agree or disagree on if the commutative property is true for subtraction. Agree or Disagree? asks students to explain their thinking.

Microsoft Word version: 2_OA_Subtraction_Problem_Critique_AgreeOrDisagree

PDF version: 2_OA_Subtraction_Problem_Critique_AgreeOrDisagree

Gr 2_OA_AdditionMultiDigit_Problem_Critique

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Second graders are required to solve double digit addition number problems with and without regrouping. They sometimes have a problem determining whether or not they need to regroup. In this problem they need to explain how they solved it and what tool they used. Most students would choose to use place value blocks or a hundreds or two hundreds chart to prove their answer.

Microsoft Word version: Gr_2_OA_AdditionMultiDigit_Problem_Critique

PDF version: 2_OA_AdditionMultiDigit_Problem_Critique

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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