Teaching Student-Centered Mathematics written by Van de Walle, Lovin, Karp, and has been recently revised. Page citation numbers may vary due to this change. TASK DESCRIPTIONS Scaffolding Task Tasks that build up to the learning task. Constructing Task Constructing understanding through deep/rich contextualized problem solving tasks. Practice Task that provide students opportunities to practice skills and concepts. Culminating Task Designed to require students to use several concepts learned during the unit to answer a new or unique situation. Allows students to give evidence of own understanding toward the mastery of the standard and requires them to extend their chain of mathematical reasoning. Formative Assessment Lesson (FAL) Lessons that support teachers in formative assessment which 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. *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. UNIT TASKS Task Name Task Type Content Standard Content Addressed Task 1: Developing Meaning Using Story Problems: Result Unknown Constructing Task Whole Group, Small Group, Individual MCC.1.OA.1 Problem solving with the result unknown Task 2: Lots of Dots Scaffolding Task Small Group/ Partners/ Individual MCC.1.OA.3 MCC.1.OA.4 MCC.1OA.5 MCC.1.OA.6 Composing and decomposing of numbers Task 3: What Numbers Constructing Task Small Group/ Partners/ Individual MCC.1.OA.3 MCC.1.OA.4 MCC.1OA.5 Composing and Decomposing of numbers
Can You Make? MCC.1.OA.6 MCC.1.MD.4 Task 4: Wheel Shop Performance Task Small Group/ Partners/ Individual MCC.1.OA.2 MCC.1OA.5 Problem solving Task 5: *I Want 3 Act Task Large Group, Individual MCC.1.OA.1 MCC1.OA.5 MCC.1.MD.4 Problem Solving, Composing and Decomposing of numbers Task 5: Digging Dinosaurs Performance Task Small Group/ Partners/ Individual MCC.1.OA.1 MCC.1.OA.2 MCC.1OA.5 Problem solving Task 6: Meaning Using Story Problems: Change Unknown Constructing Task Whole Group/ Small Group/ Individual MCC.1.OA.1 Problem solving with the change unknown Task 7: Shape Pounds Constructing Task Whole Group/ Small Group/ Individual MCC.1.OA.7 MCC.1.OA.8 Writing numbers sentences with a shape representing an unknown FAL Performance Assessment MCC.1.OA.1 FAL: Caterpillars and Leaves Task 8: Fact Families to Ten Scaffolding Task Whole Group/ Small Group/ Individual MCC.1.OA.3 MCC.1.OA.4 MCC.1OA.5 MCC.1.OA.6 Relating addition to subtraction Task 9: Developing Meaning Using Story Problems: Initial Unknown Constructing Task Whole Group/ Small Group/ Individual MCC.1.OA.1 Problem solving with the initial unknown Task 10: Domino Fact Family Practice Task Individual MCC.1.OA.6 Relating addition to subtraction Task 11: Candy Practice Task Whole Group/ Small Group/ Partners MCC.1OA.5 MCC.1.MD.4 Graphing Task 12: Culminating Task Individual MCC.1.OA.1 MCC.1OA.5 MCC.1.OA.7 Problem solving, working with
Join: Result Unknown The day I saw 6 dogs chasing a ball in the park. Then, seven more dogs came and joined them playing ball. How many dogs were playing in the park? 6+7=____ There were three people swinging on the swings. One more person joined them. How many children are on the swings? 3+1=___ Separate: Result Unknown There were thirteen chattering monkeys. Five fell asleep. How many monkeys are still chattering? 13-5=__ Pete has 20 mice in a cage. 12 escape. How many are left? ___ were eight bunnies at the pet store. Three went home with a new family. How many bunnies were still at the pet store? 8-3=___ at lunch I had twelve chicken nuggets on my tray. I ate seven of my chicken nuggets. How many did I not eat? 12-7=___ and Katie had 15 gumballs. Sarah ate 6 of the gumballs. How many are left for Katie? 15-6=___
Use appropriate tools strategically. Attend to precision. Students make observations based on the data collected in the survey. Look for and make use of structure. Look for and express regularity in repeated reasoning. BACKGROUND KNOWLEDGE/COMMON MISCONCEPTIONS This standard calls for students to work with categorical data by organizing, representing and interpreting data. Students should have experiences posing a question with 3 possible responses and then work with the data that they collect. For example: Students pose a question and the 3 possible responses: is your favorite flavor of ice cream? Chocolate, vanilla or strawberry? Students collect their data by using tallies or another way of keeping track. Students organize their data by totaling each category in a chart or table. Picture and bar graphs are introduced in 2nd Grade. What is your favorite flavor of ice Chocolate 12 Vanilla 5 Strawberry 6 ESSENTIAL QUESTIONS How do tables help you organize your thinking? MATERIALS Snack size packs of Skittles or M&Ms, (one bag for each pair of students or small group) (may substitute buttons, or color tiles) and pencils GROUPING Whole class/small group/partners TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION Part I Let students know that they will be collecting data on the different colors in the bag of M&Ms/Skittles. Ask the students to name the colors that they may find in the bag. Write the list on the board. Take a survey asking the class to vote for their favorite color. Display the data in a table using numbers or tallies. Ask the students to identify the 3 colors that
were liked the best. Pose the questions, “Which color do the most students like?” “What is the second and third favorite in the class?” After each question have them explain how they knew that it was a favorite. Part II Students will be organizing data into categories (the three favorite colors chosen in the opening). They will use the snack size bags to record the amount of each color that they bag contains. Provide each pair of students with a size bag of M&Ms or Skittles. Instruct students to open the bag and pull the colors out that were decided in the opening (the three favorite colors). Students will count and record the amount of each of the three colors in a table. Pose the following questions to the students: Which color has the most? How do you know? Which color has the least? How do you know? How can you figure out if a color has more or less? How many more of color A than of color B or C? How do you know? Do you that all of the bags will have the same amount of each color? Why? How many of A, B, and C do you have? Is it more or less than 20? How many more would you need to make 20? How do you know? Have students ask classmates these same questions. Formative Assessment Questions See questions suggested within task description. DIFFERENTIATION Extension: Allow students to create a table that represents all of the colors in the bag. Pose the same questions. Ask students to formulate questions about their tables to ask other classmates. Encourage them to write higher level comparison questions. Intervention Allow students to place the candies on ten frames when determining the sums and differences.