CTE Classroom Tasks Designed to demonstrate how the Common Core and Career and Technical Education knowledge and skills can be integrated. The tasks provide teachers with realistic applications that combine mathematics and CTE content. *3-Act Task A Three-Act Task is a whole-group mathematics task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three. More information along with guidelines for 3-Act Tasks may be found in the Guide to Three-Act Tasks on georgiastandards.org and the K-5 CCGPS Mathematics Wiki. Type of Task/ Grouping Strategy Skills Standard Scaffolding/ Individual Describing, Drawing Shapes MCC3G1 Scaffolding/ Partner Identifying Attributes MCC3G1 Scaffolding/ Group/Partner Comparing/Contrasting, Classifying Shapes MCC3G1 Constructing/ Group/Partner Sorting and Classifying Shapes MCC3G1 Constructing/ Defining Quadrilaterals MCC3G1 Practice/ Individual/Partner Identifying Shape MCC3G1 Practice/ Individual/Partner Identifying Shapes Within Other Shape MCC3G1 Constructing/ Defining Shapes MCC3G1 Practice/ Individual/Partner Defining Quadrilaterals MCC3G1 * 3 Act-Task Whole Group Defining Quadrilaterals Identifying Attributes MCC3G1 Practice/ Individual Comparing/Contrasting Shapes MCC3G1 Constructing/ Groups of 4 Comparing Quadrilaterals MCC3G1 Formative Assessment Lesson Attributes of Shapes MCC3G1 Constructing/ Partner Partitioning Shapes MCC3G2 Practice/Individual/ Partner Combining Shapes to Fill an Area MCC3G1, MCC3G2
Practice/Individual/ Partner Using Shapes to Create Art MCC3G2 Practice/Group Using Pictorial Representation of Fractions MCC3G2 Scaffolding/ Individual/ Pairs/ Small Groups Perimeter and Area MCC3MD7, MCC3MD8 Task Perimeter and Area MCC3OA7 MCC3MD6 MCC3MD7 Constructing/ Whole Group/ Partner Determining Perimeter and Area, Finding Different Perimeters with Same Area MCC3MD7, MCC3MD8 Constructing/ Individual Finding Different Areas, Keeping Perimeters the Same MCC3MD7, MCC3MD8 Constructing/Whole Group/Partner Estimating and Measuring Perimeter and Area, Using Different Units of Measurement MCC3MD7, MCC3MD8 Constructing/Small Group Making Different Rectangles, Finding Different Perimeters with Same Area MCC3MD7, MCC3MD8 Scaffolding/ Constructing/ Individual/Partner Measuring to Create Line Plots MCC3MD4 Constructing/ Individual/Partner Constructing Shapes to Create Pictures, Collect Data and Create Graphs MCC3MD3 Constructing/ Individual/Partner/ Group Reasoning with Shapes, Partitioning Shapes MCC3G1, Culminating Task/ Individual/Partner/ Group Reasoning with Shapes, Partitioning Shapes, Representing and Interpreting Data MCC3G1, MCC3G2, MCC3MD3, MCC3MD4 FORMATIVE ASSESSMENT LESSONS (FALS) Formative Assessment Lessons are designed for teachers to use in order to target specific strengths and weaknesses in their students’ mathematical thinking in different areas. A Formative Assessment Lesson (FAL) includes a short task that is designed to target mathematical areas
specific to a range of tasks from the unit. Teachers should give the task in advance of the delineated tasks and the teacher should use the information from the assessment task to differentiate the material to fit the needs of the students. The initial task should not be graded. It is to be used to guide instruction. Teachers are to use the following Formative Assessment Lessons (FALS) Chart to help them determine the areas of strengths and weaknesses of their students in particular areas within the unit. The chart lists each FAL to use for a specific task or task along with the content addresses. Formative Assessments Content Addressed Pacing (Use before and after these tasks) Attributes of Shapes FAL Sorting and Classifying Shapes Based on Common Attributes Move It Around Shape Sorter What Makes a Shape? Properties of Quadrilaterals Can You Find It? Score It! Geoboard Geometry Guru Quadrilateral Challenge Quadrilateral Riddles What Do You See? What’s The Connection? SCAFFOLDING TASK: SHOW WHAT YOU KNOW! In this task, students will draw pictures to show what they already know about the shapes that will be studying throughout this unit. MCC3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. STANDARDS FOR MATHEMATICAL PRACTICES (SMP) 1. Make of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 6. Attend to precision.
Task Description, development, and discussion (sMP 1, 2, 3, 4, 5, 6, 7, and 8) In this task, students will discover different ways a plot of land can be divided to share equally among Uncle John’s nieces and nephews. Students have the option of dividing it between 2, 3, 4, 6, or 8 people. They may circle the number they are using for the task. FORMATIVE ASSESSMENT QUESTIONS Have you shown all of the different ways you could divide the parcel of land? How do you know? How would we do this task with other shapes? Looking at your different solutions, how are they alike? How are they different? .Why did you decide to divide the land this way? DIFFERENTIATION Extension Students can determine how to divide the parcel of land between five people. Intervention Students may only divide the parcel of land between 4 students. Uncle John has a parcel of land that measures 6 miles by 4 miles. In his will, he left the land to be divided equally among his (2, 3, 4, 6, or 8) nieces and nephews. However, he forgot to partition the land. Please help the nieces and nephews determine which parcel of land is theirs. Be sure to give everyone an equal amount of land. Use the blueprint below to help you. How much land did Great Uncle John leave his nieces and nephews? What does each person’s share look like? How do you know that each person’s is equal?
How did you determine the amount of land each person will get? Is there another way that the land could have been divided? PRACTICE TASK: PICTURE PIE In this task, students will partition a circle into equal areas. They will then use these pieces to create pictures. STANDARDS FOR MATHEMATICAL CONTENT MCC3.G.2. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. STANDARDS FOR MATHEMATICAL PRACTICES (SMP) 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate strategically. 6. Attend to precision. 7. Look for and make use of structure. BACKGROUND KNOWLEDGE Students in 2nd grade will have started partitioning shapes (circles and rectangles) into equal areas of two, three, or four equal shares. In third grade, students will further develop this area by dividing shapes into halves, thirds, fourths, sixths and eighths. This activity gives students the opportunity to create pictures using fractional pieces of shapes. In Picture Pie, Ed Emberley shows how a circle, which is divided into different fractional pieces, can be used to make pictures and patterns of all kinds. In Picture Pie 2, Ed Emberley uses the included stencil to demonstrate how to draw a variety of things including pigs, wolves, clowns, bugs, and much more. You'll also find step-by-step instructions in both books. If these books are not available, you may use the shapes provided to create stencils, using file folders or stock paper, for students to trace around. You may shrink the pieces provided by using your copier machine to reduce each of the shapes if you wish to create smaller animals. Clipart of circles and fractional pieces are obtained from
Task Description, Development, and Discussion (SMP 1, 2, and 6) out and cut apart the three pages of I Have, Who Has? game cards. Randomly distribute ALL of the cards. There are 24 cards. Some students may have more than 1 card. If there are not enough cards, partner students up so that at least all partners get 1 card. Begin with the 1st card that says First Card: I have Who has ? Students will read the card aloud. Each player must pay attention to his/her card to know when it is their turn. Continue to play until the last card is read. The last card says that it is the last card. While the pictures are in color, the cards will print clearly if printed in gray scale. FORMATIVE ASSESSMENT QUESTIONS How did you know what fraction you had? Why was it important to listen carefully? Is it possible to show each fraction in a different way? Show me your fraction in a different way. How could you help a friend who thought meant 1/3? DIFFERENTIATION Extension Students may recreate the game with their own illustrations. They could also create a board game using fraction cards similar to these. Intervention Students that struggle with fractions may need peer assistance during this game. Before beginning, give the student support by using questioning techniques to help them discover the fraction picture. They may need to write the fraction on the card or in their journal to help them remember the fraction as they play the game. It is possible to send a copy of this game home with the student to practice. First Card: I have Who has ? I have . Who has ?
A Pretend you are square. Write a letter to another quadrilateral (rectangle, rhombus, or parallelogram) telling her/him why you should be a part of his/her class. List specific likenesses/differences. A Design a power point presentation on Quadrilaterals. Use at five vocabulary terms in your power point that you have learned through this unit. Include the definitions and pictures. B Make a poster that shows shapes partitioned into equal areas of half, thirds, fourths, sixths, and eighths. Remember to show a variety of shapes and show the same shape partitioned in several ways. C Draw 5 shapes onto a piece of paper. Walk around your classroom or school for 10 minutes. Tally each shape that was seen. Create a bar graph or picture graph with this data. Remember to use a scale other than one to represent your data. A/B Design a bulletin board idea for our classroom. Show examples of posters, worksheets, or projects from this unit that should be shown. Be sure to include examples for MCC3.G.1 and MCC3.G.2 Turn in an example mini sheet of what the bulletin board would look like. A Find a website or game online that gives information about quadrilaterals. Give a small presentation explaining what you can learn about quadrilaterals from the website. A/B Create a game for all of the shapes learned. Also include partitioning of the shapes in the game. Think of the cards needed, pieces and game board C Find 15 around the room and measure them to the nearest inch or ½ inch. Make a table and create a line plot showing your data. C Survey your class and another class about their favorite shape. Display the information using a bar graph and a picture graph. Remember to use a
you want to use. Attach written instructions for how to play. scale other than one to represent the data. Rubric for Choice Board Activity CATEGORY Outstanding Good Fair Poor Content Presentation content is engaging and interesting and appropriate for the intended audience. Presentation content contains interesting information, but has limited appropriateness for the audience. Presentation content has relevance, but is not appropriate for the audience. Content is not relevant and does not focus on learning assessment. Preparation The presenter is well prepared with all necessary materials. Includes more than one activity for A, B, and C. Most of the necessary materials are readily available. Includes at least one activity for A, B, and C. Some of the necessary materials are unavailable or cannot be located. Includes only 2 activities. The presenter displays a lack of preparation and lacks necessary materials. Only includes 1 activity for A, B or C. Presentation Presentation is engaging and easily understood and clearly stated for the audience. Presentation is understood, but offers limited engagement of the audience. Presentation has value, but is not engaging for the audience. Presentation is not engaging and does not worthwhile information for the audience. Relevance Presentation demonstrates a clear connection to the student and his/her success in math. Presentation is relevant, but no support is for "why" the assessment is relevant to success in math. Presentation has little relevance to the child's success in math. Presentation is not relevant to the child's success in math.
Impact This presentation will have a significant impact on my students' success in math. This presentation will have a positive impact on my students' success in math. This presentation will have a minor impact on my students' success in math. This presentation will have no impact on my students' success in math. Mathematics All content was mathematically correct, and student could explain why One or two mathematical inaccuracies. 3 mathematical inaccuracies. More than 3 mathematical inaccuracies.