Task Name Task Type Grouping Strategy Skills One Hundred Hungry Ants! Scaffolding Task Individual/Partners Multiplication What’s My Product? Scaffolding Task Individual/Partners Multiplication Base Ten Multiplication Practice Task Partners Multiplication Field Day Blunder Constructing Task Partners Multiplication Stamp Shortage Constructing Task Individual/Partners Multiplication Sharing Pumpkin Seeds Constructing Task Individual/Partners Division What Comes First? Constructing Task Individual/Partners Division Shake, Rattle, and Roll Revisited Practice Task Individual/Partners Multiplication Stuck on Division Scaffolding Task Individual/Partners Division Division Patterns Scaffolding Task Individual/Partners Division Skittles Cupcake Combos Constructing Task Individual/Partners Division Animal Investigation Scaffolding Task Individual/Partners Data
CONSTRUCTING TASK: Sharing Pumpkin Seeds STANDARDS OF MATNEMATICAL CONTENT MCC.3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. MCC.3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. STANDARDS OF MATHEMATICAL PRACTICE Make sense of problems and persevere in solving them. Reason abstractly and quantitatively.
the frog jumps to the nearest inch. Record the distance on the chart below. Use the information collected in the table to create a group line plot graph. Frog Owner Distance Jumped (nearest inch) Using the data in the table above create a line plot graph for your group. Be sure to include all the elements of a line plot graph. Create a line plot using all the data from each group. Looking at your class data and your group data what conclusions can you draw? Were there any outliers? UNIT TWO CULMINATING TASK PERFORMANCE TASK: ICE SCOOPS STANDARDS ADDRESSED MCC.3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. MCC.3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. MCC.3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
3rd Unit 2 Performance Assessment Rubric Standard ↓ Exceeding Meeting Not Yet Meeting Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each Multiplication work use of diagrams, words, and/or other suitable representations for demonstrating mastery Evidence of estimation is shown with explanations Multiplication calculations are correct Evidence of estimation is shown Multiplication calculations are incorrect or omitted No evidence of estimation CCGPS.3.OA.2 Interpret quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are Work shows all division sentences correctly Thorough explanation of remainders is Explanation of all the possible solutions is Division number sentence corresponds to the question asked in word problem. Response indicates the presence or lack Division number sentence does not correspond to question No mention is made of remainder Solution to division
partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. given with reasons for which solution is the best of a remainder and what this indicates Solution to division problem is correct problem is incorrect CCGPS.3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. are thorough and detailed and include reasoning as well as multiple representations to support conclusions Explanations are logical and use specific math vocabulary to describe multiplication or division process Explanations are omitted or illogical Explanations do not describe the process used to derive an answer to the question asked CCGPS.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. All data relevant to the solutions of both multiplication and division problems are accurately recorded in an organized fashion Work shown is organized and logically presented Work shown supports conclusions about which ice cream to buy Work is not shown Work shown is disorganized, inaccurate, or fails to communicate mathematical ideas