This task is an argument frame for fifth graders on rounding decimals. Students are given a problem on the price of roast beef per pound and two sample answers on rounding either the price or number of pounds bought to estimate a final cost. Through the graphic organizer, students have a place to provide the details of their decision of which of the given students are closer to the actual price through the argument frame.
Microsoft Word version: 5_OA_Rounding_ArgumentFrame_Critque
PDF version: 5_OA_Rounding_ArgumentFrame_Critque
Different Ideas is a problem designed for fifth-grade students to understand rounding decimals to the nearest hundredth. Two responses are given as to what a decimal rounded to the nearest hundredth is and students are to critique the response and choose a side. The task uses argumentation language when specifically asking for the claim and evidence.
Microsoft Word version: 5_NBT_DecimalsRounding_Problem_Critique_DifferentIdeas
PDF version: 5_NBT_DecimalsRounding_Problem_Critique_DifferentIdeas
Miss Blue is a problem about rounding in which students are asked to critique the work of two students. Both students are asked to round to the nearest tenth; one student rounds down and the other rounds up. Students must decide with whom they agree and explain the choice.
Microsoft Word version: 3_NBT_RoundingNearestTen_Problem_Critique_MissBlue
PDF version: 3_NBT_RoundingNearestTen_Problem_Critique_MissBlue
This task is designed for third graders to introduce rounding numbers to the nearest hundred. The task instructions include background knowledge on rounding to the nearest ten and argumentative language when asking the students to create a conjecture about how to round and how rounding to the nearest hundred compares to the nearest ten. Students are asked to practice the idea using a three-digit number.
Microsoft Word version: 3_NBT_RoundingNearestHundred_ThinkPairShare_Conjecture
PDF version: 3_NBT_RoundingNearestHundred_ThinkPairShare_Conjecture
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