Guide to Three-Act Tasks on georgiastandards.org and the K-5 CCGPS Mathematics Wiki. TASKS Task Name Task Type/ Grouping Strategy Content Addressed Content Standards *Straws! Straws! Straws! 3- Act Task Whole Group Place Value Understanding MCC2.NBT.1 MCC2.NBT.3 Am I On the Number Line Scaffolding Task Partners Place Value Understanding MCC2.NBT.1 MCC2.NBT.2 MCC2.NBT.3 I Spy a Number Scaffolding Task Partners Place Value Understanding MCC2.NBT.1 MCC2.NBT.3 Number Hop Constructing Task Small Group/ Individual Skip Counting MCC2.NBT.2 Value Play Constructing Task Large Group Building 3 MCC2.NBT.1 MCC2.NBT.3 MCC2.NBT.4 The Importance of Zero Constructing Task Group Using Zero as a Digit MCC2.NBT.1 MCC2.NBT.3 Base Ten Pictures Practice Task Group, Individual Represent numbers using models, diagrams, and number sentences MCC2.NBT.1 MCC2.NBT.2 MCC2.NBT.3 Building Base Ten Numbers Constructing Task Partners or Individual Represent numbers models, diagrams, and number sentences MCC2.NBT.1 MCC2.NBT.3 MCC2.NBT.4 What's My Number Constructing Task Group Represent numbers using models, diagrams, and number sentences MCC2.NBT.1 MCC2.NBT.2 MCC2.NBT.3 Capture the Caterpillar Practice Task Small Group Represent numbers models, diagrams, and number sentences MCC2.NBT.1 MCC2.NBT.3 MCC2.NBT.4 FORMATIVE ASSESSMENT LESSON MCC2.NBT.1 Fill the Bucket Practice Task Large Group, Partners Comparing Numbers MCC2.NBT.1 MCC2.NBT.3 MCC2.NBT.4 High Roller Practice Task Group Comparing Numbers MCC2.NBT.1 MCC2.NBT.3 MCC2.NBT.4 Place Value Breakdown Practice Task Partners Expanded Notation MCC2.NBT.1 MCC2.NBT.3 MCC2.NBT.4 Carol's Numbers Culminating Task Individual Multiple Standards Addressed MCC2.NBT.1 MCC2.NBT.2 MCC2.NBT.3 MCC2.NBT.4
Name ______________________________________ Date ____________________ What problem are you trying to figure out? What information do you already know? What information do you need to solve the problem? Make an estimate. Write an estimate that’s too low. Write an estimate that’s too high. Show your estimates on a number line: Show your work.
At this point in the unit you should administer a Formative Assessment Lesson. This should be given approximately 2/3 of the way through the unit to guide and inform your instruction. Formative Assessments Lessons (FALs) What is a Formative Assessment Lesson (FAL)? The Formative Assessment Lesson is designed to be part of an instructional unit typically implemented approximately two-thirds of the way through the instructional unit. The results should then be used to inform the instruction that will take place for the remainder of the unit. Formative Assessment Lessons are intended to support teachers in formative assessment. They both reveal and develop students’ understanding of key mathematical ideas and applications. These lessons enable teachers and students to monitor in more detail their progress towards the targets of the standards. They assess students’ understanding of important concepts and problem solving performance, and help teachers and their students to work effectively together to move each student’s mathematical reasoning forward. What does a Formative Assessment Lesson look like in action? Videos of Georgia Teachers implementing FALs can be accessed and a sample of a FAL lesson may be seen . PRACTICE TASK: Fill the Bucket Approximately 3 Days In this task, students use digit cards to build the largest and the smallest numbers possible. They then use >, =, and < to compare the numbers. STANDARDS FOR MATHEMATICAL CONTENT: MCC2.NBT.1 Understand that the digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). MCC2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. MCC2.NBT.4 Compare two numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.