3-5cctask.ncdpi.wikispaces.net3-5cctask.ncdpi.wikispaces.net/file/view/3.MD Tasks... · Web viewSolve word problems involving addition and ... Paper, pencils, white boards and dry-erase

Formative Instructional and Assessment TasksMorning Schedule

3.MD.1 - Task 1Domain Measurement and DataCluster Solve problems involving measurement and estimation of intervals of time, liquid

volumes, and masses of objects.Standard(s) 3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes.

Solve word problems involving addition and subtraction of time intervals in minutes,e.g., by representing the problem on a number line diagram.

Materials Paper, pencils, white boards and dry-erase markers (optional), handout (optional)Task Part 1:

We are going to make a schedule for each child to get to school by 8 a.m. Pedra takes 15 minutes in the bathroom and 10 minutes to get dressed. Carlo takes

20 minutes in the bathroom and 5 minutes to get dressed. It takes both of them 5 minutes to eat breakfast, and 15 minutes to ride the bus to school.

Use a number line, clock, or numbers to make a schedule for the family. Determine what time they need to get up. Make a schedule for Pedra and Carlo both.

Determine the latest possible time for them to get up in order to be at school by 8 a.m.

Part 2: Finally, compare your schedules with other students in the class to see how they are

the same or different. Work out their schedule and see if both children get to school on time.

RubricLevel I Level II Level III

Limited Performance Incorrect answer and work

are given.

Not Yet Proficient Finds the correct answer, but

there may be inaccuracies or incomplete justification of solution OR

Uses partially correct work but does not have a correct solution.

Proficient in Performance Accurately solves problem so

that everyone gets to school by 8 am.

Uses an appropriate model to represent and justify the solution.

Standards for Mathematical Practice1. Makes sense and perseveres in solving problems.2. Reasons abstractly and quantitatively.3. Constructs viable arguments and critiques the reasoning of others.4. Models with mathematics.5. Uses appropriate tools strategically.6. Attends to precision.7. Looks for and makes use of structure.8. Looks for and expresses regularity in repeated reasoning.

NC DEPARTMENT OF PUBLIC INSTRUCTION THIRD GRADE

Formative Instructional and Assessment TasksMorning Schedule

Pedra takes 15 minutes in the bathroom and 10 minutes to get dressed. Carlo takes 20 minutes in the bathroom and 5 minutes to get dressed. It takes both of them 5 minutes to eat breakfast, and 15 minutes to ride the bus

to school.

Use a number line, clock, or numbers to make a schedule for the family. Determine what time they need to get up. Make a schedule for both Pedra and Carlo.

Determine the latest possible time for them to get up in order to be at school by 8 a.m.


Formative Instructional and Assessment Tasks Edna’s Busy Day3.MD.1 – Task 2

Domain Measurement and DataCluster Solve problems involving measurement and estimation.Standard(s) 3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes.

Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram

Materials Edna’s Busy Day handout, pencils, rulersTask Part 1:

Distribute Edna’s Busy Day handout. Draw students’ attention to the invitations on the handout.

Read: It takes Edna 23 minutes to drive from Jake’s party to Dora’s party. Will Edna arrive at Dora’s party in time for the magic show? Explain your solution using a number line, chart, or words.

Part 2: Read: Guests at Dora’s party leave as soon as they finish eating cake. If the guests

spend 15 minutes eating cake, how long does Dora’s party last? Explain your solution using a number line, chart, or words.


Limited Performance Student work is incorrect,

off-task, or incomplete.

Not Yet ProficientStudent does 1-2 of the following: determines that Edna will arrive in

time for the beginning of Dora’s party (she will arrive at 2:58)

determines that Dora’s party lasts 40 minutes

uses number lines, charts, or words to explain solutions

Proficient in Performance Student determines that Edna

will arrive in time for the beginning of Dora’s party (she will arrive at 2:58).

Student determines that Dora’s party lasts 40 minutes.

Student uses number lines, charts, or words to explain solutions.


http://www.corestandards.org/Math/Content/3/MD/A/1

Formative Instructional and Assessment TasksStandards for Mathematical Practice

1. Makes sense and perseveres in solving problems.2. Reasons abstractly and quantitatively.3. Constructs viable arguments and critiques the reasoning of others.4. Models with mathematics.5. Uses appropriate tools strategically.6. Attends to precision.7. Looks for and makes use of structure.8. Looks for and expresses regularity in repeated reasoning.


Formative Instructional and Assessment TasksEdna’s Busy Day

Edna was invited to two parties on the same day!

It takes Edna 23 minutes to drive from Jake’s party to Dora’s party. Will Edna arrive at Dora’s party in time for the magic show? Explain your solution using a number line, chart, or words.

Guests at Dora’s party leave as soon as they finish eating cake. If the guests spend 15 minutes eating cake, how long does Dora’s party last? Explain your solution using a number line, chart, or words.


Jake’s Party InvitationPlease come to Jake’s party this

Saturday.

Date: January 18Time: 1:00-2:35

Place: 240 Main Street

Dora’s Magical Party

Party Schedule

Magic Show:

Eat Cake:

Celebrate Dora’s birthday this Saturday!

Formative Instructional and Assessment TasksNorman’s Number Line

3.MD.1 – Task 3Domain Measurement and DataCluster Solve problems involving measurement and estimation.Standard(s) 3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes.

Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram

Materials Norman’s Number Line handout, pencils, rulers,Task Distribute Norman’s Number Line handout.

Read: Norman is going to start his homework at 6:00. In order to make sure he finishes in time for a 7:00 TV show, Norman draws this number line.

Is Norman’s number line correct? Will Norman finish his homework in time for the 7:00 TV show? Prove your answer using a drawing, chart, numbers, or words.

Extension: Think of some activities you did one evening. Draw a number line representing the amount of time if took you to do each activity. Write a question about your number line and see if a classmate can answer it.




Not Yet ProficientStudent does 1-2 of the following: Student identifies that

Norman’s number line is not correct (he added 9 instead of 19).

Student determines that Norman will be finished with his homework at 6:59, and he will be able to watch the 7:00 TV show.

Student explains his/her solution using a drawing, chart, numbers or words.

Proficient in Performance Student identifies that Norman’s

number line is not correct (he added 9 instead of 19).

Student determines that Norman will be finished with his homework at 6:59, and he will be able to watch the 7:00 TV show.

Student explains his/her solution using a drawing, chart, numbers or words.

*Level IV: Student accurately completes extension activity. This activity represents a level IV because the student will likely need to work with elapsed time beyond the hour.


http://www.corestandards.org/Math/Content/3/MD/A/1




Formative Instructional and Assessment TasksNorman’s Number Line

Norman is going to start his homework at 6:00. In order to make sure he finishes in time for a 7:00 TV show, Norman draws this number line.

Is Norman’s number line correct? Will Norman finish his homework in time for the 7:00 TV show? Prove your answer using a drawing, chart, numbers, or words.

Extension: Think of some activities you did one evening. Draw a number line representing the amount of time if took you to do each activity. Write a question about your number line and see if a classmate can answer it.


Homework

Math: 25 minutesReading: 19 minutesWriting: 15 minutes

Formative Instructional and Assessment Tasks Weighing Fruit3.MD.2 – Task 1

Domain Measurement and DataCluster Solve problems involving measurement and estimation.Standard(s) 3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units

of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

Materials Weighing Fruit handout, pencils, rulersTask Part 1:

Draw students’ attention to the scales on the Weighing Fruit handout.

Read: Julius put a lime on the scale and found that it weighed 60 grams. He used the same scale to weigh an orange. About how much did the orange weigh? Explain how you found the weight of the orange using precise vocabulary.

Part 2:Draw students’ attention to the bag on the handout.Read: Julius put three oranges in a bag. If each orange was the same size as the one he weighed, about how much does the bag of oranges weigh? Explain how you found the weight of the bag using precise vocabulary.




Not Yet ProficientStudent does 1-2 of the following: Student finds that the orange

weighs about 90 grams. Student finds that the bag of 3

oranges weighs about 270 grams. Student partially explains solution

strategies using some precise vocabulary.

Proficient in Performance Student finds that the orange

weighs about 90 grams. Student finds that the bag of 3

oranges weighs about 270 grams.

Student clearly explains solution strategies using precise vocabulary.





Formative Instructional and Assessment TasksWeighing Fruit

Julius put a lime on the scale and found that it weighed 60 grams. He used the same scale to weigh an orange.

About how much does the orange weigh? Explain how you found the weight of the orange using precise vocabulary.

Julius put three oranges in a bag.

If each orange was the same size as the one he weighed, about how much does the bag of oranges weigh? Explain how you found the weight using precise vocabulary.


Formative Instructional and Assessment Tasks

Measuring Water3.MD.2 – Task 2

Domain Measurement and DataCluster Solve problems involving measurement and estimation.Standard(s) 3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units

of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

Materials Measuring Water handouts, paper, pencil, examples of measurement containers (optional)Task Distribute Measuring Water handouts to students.

Draw students’ attention to the images on the handout.

Read: Nadine had a container of water. She poured some of the water into each of her beakers.Ask: About how many milliliters of water were in Nadine’s original container?

About how many milliliters of water did Nadine pour into each of her beakers? Explain how you found the amount of water in each beaker.




Not Yet ProficientStudent does 1-2 of the following: Student recognizes that there was

150 ml of water in the original container.

Student identifies amount of water in each beaker. Amounts in beakers should total 75 ml (i.e., 50ml and 25ml.

Student partially explains reasoning.

Proficient in Performance Student recognizes that there

was 150 ml of water in the original container.

Student identifies amount of water in each beaker. Amounts in beakers should total 75 ml (i.e., 50 ml and 25 ml.

Student clearly explains reasoning.





Formative Instructional and Assessment TasksMeasuring Water

Nadine had a container of water. She poured some of the water into each of her beakers.

About how many milliliters of water were in Nadine’s original container?

About how many milliliters of water did Nadine pour into each of her beakers? Explain how you found the amount of water in each beaker.


1 2 3


Planning a Field Trip 3.MD.3 – Task 1

Domain Measurement and DataCluster Represent and interpret data.Standard(s) 3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with

several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Materials Field trip handout, pencils, colored pencils (optional), calculatorsTask Part 1:

Distribute Planning a Field Trip handouts. Draw students’ attention to data and graph on handout.

Read: The third graders are planning a field trip. In order to decide if they should go to the mountains or the beach, students from each class took a survey about their favorite activity. Organize the data on the graph.

Part 2: Read: Use your graph to answer each question.

1. How many more students prefer mountain activities than beach activities?2. How many students were surveyed?3. What question do you have that could be answered from the data collected?


http://www.corestandards.org/Math/Content/3/MD/B/3

Formative Instructional and Assessment TasksRubric

Level I Level II Level IIILimited Performance Student is unable to graph

data on the graph. Student does not identify the

number of students who prefer mountain activities over beach activities.

Student is unable to identify the number of students surveyed.

Not Yet ProficientStudent does 1-2 of the following: organizes data on graph with a

few inaccuracies identifies that 9 more student

prefer mountain activities than bean activities

identifies that 45 students were surveyed

Proficient in Performance Student correctly organizes

data on graph (sledding: 15, skiing: 12, swimming: 8, surfing: 10).

Student identifies that 9 more student prefer mountain activities than bean activities.

Student identifies that 45 students were surveyed.



Formative Instructional and Assessment TasksPlanning a Field Trip

The third graders are planning a field trip. In order to decide if they should go to the mountains or the beach, students from each class took a survey about their favorite activity. Organize the data on the graph.

Use your graph to answer each question.

1. How many more students prefer mountain activities than beach activities?

_______________________________________________________________

2. How many students were surveyed?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What question do you have that could be answered from the data collected?_______________________________________________________________


Class A’s Favorite Activities

Sledding: 7 Skiing: 5 Swimming: 6

Surfing: 3

Class B’s Favorite Activities

Sledding: 8 Skiing: 7 Swimming: 2

Surfing: 7

Formative Instructional and Assessment TasksToni’s School Supplies

3.MD.3 – Task 2Domain Measurement and DataCluster Represent and interpret data.Standard(s) 3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with

several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Materials Field trip handout, pencils, colored pencils (optional), calculatorsTask Part 1:

Distribute Toni’s School Supplies handout. Draw students’ attention to the graph.

Read: Toni bought four packs of school supplies. Each pack came with four pencils, three erasers, and one pencil box. Create a bar graph to show how many of each school supply Toni has.

Part 2: Read: Use your graph to answer each question.

4. How many school supplies does Toni have in all?5. Toni wants to give each of the 21 students in her class a pencil. How many more

pencils will she need? Justify your answer using pictures, numbers, or words.6. What is another question that can be answered by looking at the data on the graph?


Limited Performance Student is unable to graph

data on the graph. Student does not identify total

number of supplies. Student does not identify that

5 more pencils are needed.

Not Yet ProficientStudent does 1-2 of the following: organizes data on graph with

few errors identifies that there are 31

total school supplies. identifies that 5 more pencils

are needed.

Proficient in Performance Student correctly organizes

data on graph (pencils: 16, erasers: 12, pencil boxes: 3)

Student identifies that there are 31 total school supplies.

Student identifies that 5 more pencils are needed.


http://www.corestandards.org/Math/Content/3/MD/B/3



Toni’s School Supplies


Formative Instructional and Assessment TasksToni bought four packs of school supplies. Each pack came with four pencils, three erasers, and one pencil box. Create a bar graph to show how many of each school supply Toni has.

Use your graph to answer each question.

1. How many school supplies does Toni have in all? _________________________

2. Toni wants to give each of the 21students in her class a pencil. How many more pencils will she need? Justify your answer using pictures numbers, or words.

3. What is another question that can be answered by looking at the data on the graph?

Reading Survey


Formative Instructional and Assessment Tasks3.MD.4 - Task 1

Domain Measurement and DataCluster Represent and interpret data.Standard(s) 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves

and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

Materials Handout, paper, pencils, white boards and dry-erase markers (optional)Task Directions for students:

As a class, have students’ measure blocks in handout and ask them “How wide do you think blocks in the handout are?” They can choose ¼, ½, or ¾. Students should record results on a piece of paper.

Create a line plot to represent the data. Have students write a sentence about an observation that they notice from the line plot.


Limited Performance Incorrect answer and work are

given.




Proficient in Performance Accurately surveys and makes

a line plot, and analyses the results.






Formative Instructional and Assessment TasksMeasuring Friendship Bracelets

3.MD.4 – Task 2Domain Measurement and DataCluster Represent and interpret data.Standard(s) 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves


Materials Measuring Friendship Bracelets handouts, Friendship Bracelets handout, rulers, pencilsTask Part 1:

Distribute copies of the Measuring Friendship Bracelets handout and Friendship Bracelets handout to students.

Read task aloud: Boys and girls in the Sunnyside Art Club made friendship bracelets to sell. Measure each of their bracelets to the nearest ¼ inch and record your measurement data on the line plot.

Provide ample time to measure bracelets on the handout and graph data.

Part 2: Prompt students to use data from the line plot to answer each question. Read each question aloud:

o What was the most common length for a bracelet?o How many bracelets were shorter than 5 inches?o If the Sunnyside Art Club sold bracelets that were 5 ¼ inches or longer for

$1.00 each, how much money would they make?o What other questions do you have about the data collected?


Limited Performance Student is unable complete

either part of the task. Students work is off-task or

incomplete.

Not Yet ProficientStudent does one of the following: Student correctly completes

one part of the task. Student partially completes

both parts of the task.

Proficient in Performance Student correctly measures each

friendship bracelet. Student correctly completes a

line plot to represent his/her data. Student correctly answers

questions 1-3.


Measuring Friendship BraceletsNC DEPARTMENT OF PUBLIC INSTRUCTION THIRD GRADE

Formative Instructional and Assessment TasksBoys and girls in the Sunnyside Art Club made friendship bracelets to sell. Measure each of their bracelets to the nearest ¼ inch and record your measurement data on the line plot.

Use your completed line plot to answer each question.1. What was the most common length for a bracelet?

2. How many bracelets were shorter than 5 inches?

3. If the Sunnyside Art Club sold bracelets that were 5 ¼ inches or longer for $1.00 each, how much money would they make?

Friendship Bracelets


4 4 ¼ 4 ½ 4 ¾ 5 5 ¼ 5 ½ 5 ¾ 6 measurements to the nearest ¼ inch

Bracelet Measurements



Formative Instructional and Assessment TasksEstimating Measurements

3.MD.4 – Task 3Domain Measurement and DataCluster Represent and interpret data.Standard(s) 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves


Materials Estimating Measurements handouts, pencilsTask Part 1:

Distribute Estimating Measurements handout to students. Draw students’ attention to data on the handout:

Read task: Ms. Mac asked each of her students to use estimation to draw a five-inch line. Then, each student measured his/her line to see how close it actually was to five inches. The students’ actual measurements are in the chart below. Organize the students’ measurement data on the line plot.

Part 2: Prompt students to use data from the line plot to answer each question. Read each question aloud:

1. How many students’ lines were exactly five inches long?2. How many students drew a line longer than five inches long?3. What was the length of the shortest line drawn?4. How many students drew a line that was either 4 ½ inches long or 5 ½ inches

long?5. What other questions do you have about the data collected?



Level I Level II Level IIILimited Performance Student is unable complete

either part of the task. Students work is off-task or

incomplete.

Not Yet ProficientStudent does one of the following: Student correctly completes

one part of the task. Student partially completes

both parts of the task.

Proficient in Performance Student correctly completes a

line plot to represent the student measurement data.

Student correctly answers questions 1-4:

o 2 studentso 6 studentso 3 incheso 8 students



Formative Instructional and Assessment TasksEstimating Measurements

Ms. Mac asked each of her students to use estimation to draw a five-inch line. Then, each student measured his/her line to see how close it actually was to five inches. The students’ actual measurements are in the chart below. Organize the students’ measurement data on the line plot.

Use data from your line plot to answer each question.

6. How many students’ lines were exactly five inches long?

7. How many students drew a line longer than five inches long?

8. What was the length of the shortest line drawn?

9. How many students drew a line that was either 4 ½ inches long or 5 ½ inches long?


(to the nearest ½ inch)

Allie 5 ½ Hal 3 ½

Ben 5 Izzie 6

Cory 5 ½ Jorge 5 ½

Dean 4 ½ Katie 4

Ellen 3 ½ Lara 4 ½

Eliza 5 Matt 3

Fran 4 Nick 4 ½

Gary 5 ½ Ollie 5 ½3 3 ½ 4 4 ½ 5 5 ½ 6

measurements to the nearest ½ inch

Students’ Line MeasurementsStudents’ Line Measurements

Formative Instructional and Assessment TasksAntonio’s Garden

3.MD.5 Task 1Domain Number and Operations - FractionsCluster Develop understanding of fractions as numbers.Standard(s) 3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area

measurement.Materials Student activity sheet, paper, pencils, white boards and dry-erase markers (optional)Task Share student activity sheet (attached). Explain that Antonio was making a garden for his

mother. He made the garden shown below. His mother wants part of the garden for tomatoes and part for green beans.


Limited Performance Incorrect answer and work are

given.




Proficient in Performance Accurately solves problem (5

x 4 + 2 x 8 OR 5 x 6 + 3 x 2 for the 2 parts and those OR 8 x 6 – 3 x 4 for the area- area is 36 square feet. Any garden with area of 36 square feet would be accepted.


* Level IV is showing more than one of the solutions and bonus both completed correctly.



Formative Instructional and Assessment TasksAntonio’s Garden

Show how to break Antonio’s garden up into two smaller rectangles. Show two different ways.

5 feet 5 feet

4 feet 4 feet

3 feet 3 feet

2 feet 2 feet

What is the area of each rectangle?

Which of your two ways would be better if you wanted the areas to be close to the same size?


Formative Instructional and Assessment TasksMaggie’s Jewelry Box

3.MD.5 - Task 2Domain Measurement and DataCluster Geometric measurement: Understand concepts of area and relate area to multiplication

and to addition.Standard(s) 3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area

measurement.3.MD.5a A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.3.MD.5b A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

Additional Standard:3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

Materials Jewelry box handout (attached), paper tiles (attached), scissorsTask Provide students with a copy of the Jewelry Box Top handout, paper tiles, and scissors.

Maggie is covering the area of the top of her jewelry box with colorful tiles. Because tiles are so expensive, Maggie needs to decide exactly how many tiles to purchase so she will not have any extra. Find out how many tiles she needs to buy. Write down a list of steps that Maggie can use to find the exact number of tiles needed to cover to the area of the jewelry box top.

Encourage students to use precise vocabulary (i.e., tiling, unit square, square inch, gaps, overlaps) in their list of steps.


Limited Performance Student is unable to generate a

list of steps for determining.

Not Yet Proficient Student determines the area of

the box top, but is unable to construct a viable list of steps explaining his/her process. OR

Student has a partially complete list of viable steps explaining his/her process for determining area. There may by some inaccuracies.

Use of specific vocabulary (i.e., tiling, unit square, square inch, gaps, overlaps) may not be evident.

Students construct a viable list of steps explaining the process for determining area of the jewelry box top.

Student explanation includes specific vocabulary (i.e., tiling, unit square, square inch, gaps, overlaps).

Student correctly identifies the area of the jewelry box top as 18 square inches.


http://www.corestandards.org/Math/Content/3/MD/C/6




Formative Instructional and Assessment TasksMaggie’s Jewelry Box Top

Maggie’s One-Inch Square Tiles


Formative Instructional and Assessment TasksGino’s New Room3.MD.6 – Task 1

Domain Measurement and DataCluster Geometric measurement: Understand concepts of area and relate area to

multiplication and to addition.Standard(s) 3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft,

and improvised units).

Additional Standard:3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.

Materials Gino’s New Room handout (see attached), pencilsTask Provide students with copy of Gino’s New House handout.

Read problem aloud: Gino’s family just moved into a new house and he gets to select his new bedroom. Help Gino select the room with the greatest area. Explain how you found the largest room using drawings, numbers, words, or equations.

Encourage students to use precise vocabulary when explaining their solutions (i.e., unit square, square feet).


Limited Performance Student is unable identify

the bedroom with the largest area and provides little to no justification.

Not Yet Proficient Student correctly identifies

Bedroom B as having the largest area, but is unable to clearly justify his/her solution. OR

Student is able to correctly justify reasoning, but does not obtain the correct answer.

Student does not consistently use precise vocabulary to justify solution.

Proficient in Performance Student correctly identifies

Bedroom B as having the largest area.

Student justifies solution using drawing, numbers, words, or equations.

Student uses precise vocabulary when justifying solution.






Formative Instructional and Assessment TasksGino’s New Room

Gino’s family just moved into a new house and he gets to select his bedroom. Help Gino select the room with the greatest area. Explain how you found the largest room using drawings, numbers, words, or equations.

Floor Plan of Bedrooms

*Each square tile equals one square foot.


Bedroom A

Bedroom CBedroom D

Bedroom B

Hallway

Formative Instructional and Assessment TasksPlaygrounds

3.MD.6 – Task 2Domain Measurement and DataCluster Geometric measurement: Understand concepts of area and relate area to


and improvised units).Materials task handoutTask Provide students with the playground activity sheet.

Read problem aloud: 5 schools have playgrounds of different shapes and sizes. Which of the playgrounds have the same area?

Explain how you found the playgrounds with the same area, using drawings, numbers, words, or equations.


Limited Performance Student is unable identify the

bedroom with the largest area and provides little to no justification.

Not Yet Proficient Student correctly identifies C

and D as having the same area, but is unable to clearly justify his/her solution. OR

Student is able to correctly justify reasoning, but does not obtain the correct answer.

Proficient in Performance Student correctly identifies

playground C and D as having the same area.

Student justifies solution using drawing, numbers, words, or equations.




Formative Instructional and Assessment TasksPlaygrounds

A B C

D

E

= 1 square meter

5 schools have playgrounds of different shapes and sizes. Which of the playgrounds have the same area?

Explain how you found the playgrounds with the same area, using drawings, numbers, words, or equations.


Formative Instructional and Assessment TasksPlay Areas



and non-standard units).Materials task handoutTask Provide students with the Lexi’s Doll Play Areas handout.

Lexi wants to create 50 square unit play area for her dolls. Compose a shape with an area that will bring the total area to 50 square units. Explain how you got your answer with words, pictures, or numbers.Example: I added a 2 x 5 array to the right of the existing array. This created a 5 x 5 array. Then I added a 5 x 5 array to the bottom of the 5 x 5 array, creating a 10 x 5 array. 10 x 5 = 50 gives the doll play area a total of 50 square units.


Limited Performance Student is unable to compose

a figure with 50 square units.

Not Yet Proficient Student correctly composed a

figure with 50 square units.OR

Student justifies figure using words, pictures, or numbers.

Proficient in Performance Student correctly composed 2

figures with 50 square units. Student justifies figures using

words, pictures, or numbers.




Formative Instructional and Assessment TasksLexi’s Doll Play Areas

1. Lexi wants to create a 50 square unit play area for her dolls. Use the array above to compose an area that will bring the total area to 50 square units.

2. Explain how you got your answer with words, pictures, or numbers.

3. How would you create a 50 square unit play area for her dolls using the array below? Explain your thinking.


Formative Instructional and Assessment TasksAll Areas

3.MD.7-Task 1Domain Operations and Algebraic ThinkingCluster Represent and solve problems involving multiplication and division.Standard(s) 3.MD.7 Relate area to the operations of multiplication and addition.Materials Paper, activity sheet (below), pencils, 1 inch square tiles, grid white boards and dry-erase

markers (optional)Part 1:Give students a copy or display the activity sheet (below), 1 inch square tiles and a ruler.Ask students to determine the area of each rectangle.

Part 2:Use your square tiles to make a rectangle with an area larger than both rectangles.

Part 3:Have students write a sentence to explain how they can use multiplication to find the area of a rectangle.


Limited Performance Incorrect answer and work

are given.



Uses partially correct work thinking but does not have a correct solution.

Proficient in Performance Accurately finds the answers

(25 and 24 square inches) AND

The new rectangle has a larger than 25 square inches AND

The sentence clearly and accurately describes how to multiple the length by the width.

* Level IV- make other rectangles with same area as the provided rectangles.



Formative Instructional and Assessment TasksAll Areas




Formative Instructional and Assessment TasksMicah and Nina’s Rectangle

3.MD.7– Task 2Domain Measurement and DataCluster Geometric measurement: Understand concepts of area and relate area to

multiplication and to addition.Standard(s) 3.MD.7 Relate area to the operations of multiplication and addition.

3.MD.7a Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

3.MD.7c Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

3.MD.7d Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

Materials Micah and Nina’s Area Model handout (see attached), pencils, scissors (optional)Task Micah and Nina were trying to determine the area of this rectangle.

Micah found the rectangle’s area by adding the products of the following equation: 8x5=a and 7x8=b.

Nina found the area by adding the products of the following equations: 2x7=a and 6x7=b.

For each student, calculate the total area. Is each correct? Explain why or why not. Write a sentence to explain what other strategy can be used to find the area of this

rectangle.



Level I Level II Level IIILimited Performance Student does not recognize that

both students’ equations can be used to find the correct area of the rectangle.

Student does not demonstrate an understanding of the distributive property.

Student is unable to identify an additional strategy for finding the area of the rectangle.

Not Yet ProficientStudent does 1-2 of the following: Student identifies that both

Micah and Nina’s equations could be used to find the correct area of the rectangle.

Student accurately justifies why both students’ equations will obtain the correct area. Explanation should demonstrate an understanding of the distributive property.

Student identifies an additional strategy for determining the area of the rectangle (i.e., counting tiles)

Student identifies that both Micah and Nina’s equations could be used to find the correct area of the rectangle.

Student accurately justifies why both students’ equations will obtain the correct area. Explanation should demonstrate an understanding of the distributive property.

Student identifies an additional strategy for determining the area of the rectangle (i.e., counting tiles, skip counting by 7 eight times, add 8+8+8+8+8+8+8).


Micah and Nina’s RectangleNC DEPARTMENT OF PUBLIC INSTRUCTION THIRD GRADE

Formative Instructional and Assessment TasksMicah and Nina want to determine the area of this rectangle.

Micah found the rectangle’s area using the following equation: 8 x 7 = a. Nina found the area by adding the products of the following equations:

2 x 7 = a and 5 x 7 = b.

Whose equation(s) will find the correct area of the rectangle? Explain.

What other strategy can be used to find the area of this rectangle?


Formative Instructional and Assessment TasksSettle the Argument


multiplication and to addition.Standard(s) 3.MD.8 Solve real world and mathematical problems involving perimeters of polygons,

including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

Materials Task handoutTask Becky and Taylor are having a disagreement.

Taylor says that the figures both have the same perimeter and area because they both have the same number of squares in them. Becky says that area and perimeter are not the same.Who is right?Justify why you think Beka or Taylor is right using words, pictures and/or numbers. Be precise.



difference between perimeter and area and provides little to no justification.

Not Yet Proficient Student correctly L as the

needed perimeter, but is unable to clearly justify his/her solution.

OR Student is able to correctly

justify reasoning, but does not obtain the correct answer.

Proficient in Performance Student correctly states that

L has a larger perimeter than M.

Student justifies solution using drawing, numbers, words, or equations and tell how to find both area and perimeter.




Formative Instructional and Assessment TasksSettle the Argument

M

Beka and Taylor are having a disagreement. Taylor says that the figures both have the same perimeter and area because they both have the same number of squares in them. Beka says that area and perimeter are not the same.

Who is right?

Justify why you think Beka or Taylor is right using words, pictures and/or numbers. Be precise.


L

Formative Instructional and Assessment TasksCarpets




Materials Task handoutTask A classroom wants to have 60 square meters of carpet for shared reading time.

They have these two carpets already.Draw the third carpet they would have to add to make a total of 60 square meters of carpet.Use drawings, numbers, equations, and words to explain your answer.









L has a larger perimeter than M.

Student justifies solution using drawings, numbers, words, or equations and tells how to find both area and perimeter.


CarpetsNC DEPARTMENT OF PUBLIC INSTRUCTION THIRD GRADE

Formative Instructional and Assessment TasksA classroom wants to have 60 square meters of carpet for block play. They have these two carpets already. Draw the third carpet they would have to add to make a total of 60 square meters of carpet. Explain how you found your answer.

4 meters

9 meters 5 meters

7 meters


Formative Instructional and Assessment TasksMake a Garden3.MD.8 – Task 3

Domain Measurement and DataCluster Geometric measurement: Understand concepts of area and relate area to



Materials Paper and pencil or white boards and markers, handout (optional)Task A garden is shaped like a hexagon. 3 of the sides are 8 feet long. The other sides are all the

same length. The perimeter of the garden is 45 feet. What is the length each of the other sides?Draw the garden. Mark what you know. Then figure out the other sides.Show how you can figure out the other sides.









the other sides are 7 feet. Student justifies solution

with a picture or explanation.




Formative Instructional and Assessment TasksMake a Garden

A garden is shaped like a hexagon. 3 of the sides are 8 feet long. The other sides are all the same length. The perimeter of the garden is 45 feet. What is the length each of the other sides?

Draw the garden. Mark what you know. Then figure out the other sides.Show how you can figure out the other sides.


Formative Instructional and Assessment TasksThe Table




Materials Paper and pencil or white boards and markers, handout (optional)Task A school table has 8 sides of equal lengths. If one side measures 4 feet, what is the

perimeter of the table?Use drawing and an equation to prove your solution.








Proficient in Performance Student correctly answers

that perimeter is 32 Student justifies solution

using drawings, numbers, words, or equations and tells how to find the perimeter.




Formative Instructional and Assessment TasksThe Table

A school table has 8 sides of equal lengths. If one side measures 4 feet, what is the perimeter of the table?

Use drawing and an equation to prove your solution.


Documents

3-5cctask.ncdpi.wikispaces.net3-5cctask.ncdpi.wikispaces.net/file/view/3.MD Tasks... · Web viewSolve word problems involving addition and ... Paper, pencils, white boards and dry-erase