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. UNIT TASKS Task Name Task Type/ Grouping Strategy Content Standard Content Addressed Task 1: Making sets of more/less/same Scaffolding Task Individual or Partner MCC1.NBT.1 Make and Compare sets of More/Less/Same Represent Numbers up to 100 in tens and ones *Task 2: The Juggler 3 Act Task Group and Individual MCC1.NBT.1 MCC1.MD.4 Collect and represent data with tally marks Task 3: How many are here today? Constructing Task Group MCC1.NBT.1 MCC1.MD.4 Collect and represent data with marks and charts Task 4: it and Move it Practice Task Large Group, Partners MCC1.NBT.1 MCC1.MD.4 Compose Numbers to 30 with an understanding of place value Task 5: Spin and Represent Performance Task Individual or Partner MCC1.NBT.1 Compose numbers using ten frames and tally marks with an understanding of more and less Task 6: Creating a Number Line Scaffolding/Constructing Task Large Group, Individual MCC1.NBT.1 Understand the magnitude of numbers to represent them on a number line Task 7: Hop To It Scaffolding Task Large Group, Individual MCC1.NBT.1 Skip Counting on Number Task 8: Exploring the 99 Chart Constructing Task Large Group, Partners MCC1.NBT.1 Exploring the 99 chart and patterns FAL Performance Assessment MCC1.NBT.1 MCC1.MD.4 FAL: Place Value Task 9: Graphing with Classmates Performance Task Group, Individual MCC1.NBT.1 MCC1.MD.4 Collect and represent data with tally marks and charts Task 10: Trashcan Basketball Practice Task Partners MCC1.NBT.1 MCC1.MD.4 Collect and represent data with marks and charts Task 11: Bunch of Bananas Performance Task Individual or Partners MCC1.NBT.1 MCC1.MD.4 Compose sets with a deep understanding of numbers Task 12: Oh No 99 Chart! Practice Task Small Group MCC1.NBT.1 Counting forward and backward on a 99 chart Task 13: Favorite Sports Performance Task Individual MCC1.NBT.1 MCC1.MD.4 Collect and represent data with tally marks and charts
GROUPING Individual or partner TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION Part I Gather the students to a common area. Discuss how to create tally marks and how they help make counting easier. Give students a dry erase board/marker or scratch paper. Allow the students to practice creating tally marks as you count aloud. Discuss ways that you can count tally marks. If a student does not bring up counting by fives, then lend to the connection of skip counting by 5’s. Next discuss how a tens frame can help us keep track of counting. Give each student a blank tens frame and counters. Allow the students to practice placing the counters on the tens frame as you count aloud. Discuss any connections that the students find with the tally marks and tens frame. Pose questions that allow the students to think about the benchmarks that tally marks and tens frames lend themselves to. Why do we think tally marks are grouped in fives? How does this make it easier to count? How does the tens frame help us see number easily up to ten? Part II Tell students that they will represent a number with tally marks and a tens frame. Each student will need ten popsicle sticks to create tally marks, a blank tens frame, small counters, 1-10 spinner, paperclip and the Spin and Represent recording sheet. These materials should be prepared for each student prior to start of the lesson. First, the students will spin the spinner and record the number. They will use this number and create the number on the blank tens frame using the counters. Record this representation on the recording sheet. Next they will create a representation that is less than the number on the spinner and more than the number on the spinner, and record both on the recording sheet. They will repeat this process with the popsicle sticks. Represent the number using the popsicle sticks as tally marks and record the representation. Next they will create a representation that is less than the number on the spinner and more than the number on the spinner and record on the recording sheet. It is very important that the students understand how to make a number more and how to make a number less. FORMATIVE ASSESSMENT QUESTIONS How do marks make counting easier? How does a tens help us count a number? Explain how you represent the number ___ in tally marks. How can you count this amount easily? Explain how you would represent the number ___ in a tens frame. How can you count this amount easily?