Formative Instructional and Assessment Tasks

NC.4.MD.6 Puzzling Pizza Problems
Domain	Measurement and Data
Cluster	Understand concepts of angle and measure angles.
Standard(s)	NC.4.MD.6 Develop an understanding of angles and angle measurement. Understand angles as geometric shapes that are formed wherever two rays share a common endpoint, • and are measured in degrees. Measure and sketch angles in whole-number degrees using a protractor. • Solve addition and subtraction problems to find unknown angles on a diagram in real-world and • mathematical problems.
Materials	activity sheet, pencil
Task	Puzzling Pizza Problems Abbie and Sam are eating leftover pizza for supper. They are trying to decide how to cut the pizza. Help them begin by labeling the angle of the pizza that is left. The angle is _______________________________. Sam wants to cut the pizza along the dotted line, giving himself the piece that is 120º. What would the measure of Abbie’s slice be? ________ Abbie has a different idea. She says that they should cut the pizza this way. What would the measure of Sam’s slice be? ___________ What are 3 other possiblilities for cutting the pizza? Be sure to include a way that ensures that both kids get a fair share. Measure of Sam’s slice of Sam’s slice Measure of Abbie’s slice Before Sam and Abbie get to eat the pizza, Riley comes over. Now they have to split the pizza three ways! Riley says everyone would have a fair share if they cut the pizza this way. What would be the measure of each child’s slice? Teacher Note: This task is designed to be done without the use of a protractor. *Adapted from Van de Wallle, J. (2004) Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Pearson Education.
Measure of Sam’s slice	Puzzling Pizza Problems Abbie and Sam are eating leftover pizza for supper. They are trying to decide how to cut the pizza. Help them begin by labeling the angle of the pizza that is left. The angle is _______________________________. Sam wants to cut the pizza along the dotted line, giving himself the piece that is 120º. What would the measure of Abbie’s slice be? ________ Abbie has a different idea. She says that they should cut the pizza this way. What would the measure of Sam’s slice be? ___________ What are 3 other possiblilities for cutting the pizza? Be sure to include a way that ensures that both kids get a fair share. Measure of Sam’s slice of Sam’s slice Measure of Abbie’s slice Before Sam and Abbie get to eat the pizza, Riley comes over. Now they have to split the pizza three ways! Riley says everyone would have a fair share if they cut the pizza this way. What would be the measure of each child’s slice? Teacher Note: This task is designed to be done without the use of a protractor. *Adapted from Van de Wallle, J. (2004) Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Pearson Education. Measure of Abbie’s slice

Rubric
Level I Not Yet	Level II Progressing	Level III Meets Expectation
Student exhibits 0-1 of the following characteristics: Understands that the straight angle on • half of a pizza is 180º. Understands that angle measures are • related to each other, adding to 180°. Correctly completes the chart. • Correctly finds the missing angles. •	Student exhibits 2-3 of the following characteristics: Understands that the straight angle on • half of a pizza is 180º. Understands that angle measures are • related to each other, adding to 180°. Correctly completes the chart. • Correctly finds the missing angles. •	Student exhibits all of the following characteristics: Understands that the straight angle • on half of a pizza is 180º. Understands that angle measures • are related to each other, adding to 180°. Correctly completes the chart. • Correctly finds the missing angles. •

NC DEPARTMENT OF PUBLIC INSTRUCTION FOURTH GRADE