oa3-counting-goldfish
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School
Capella University *
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Course
6015
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
Pages
5
Uploaded by cramsey491
Formative Instructional and Assessment Tasks
NC.3.OA.3
Counting Goldfish
Domain
Operations and Algebraic Thinking
Cluster
Represent and solve problems involving multiplication and division.
Standard(s)
NC.3.OA.3 Represent, interpret, and solve one-step problems involving multiplication and
division.
Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown
number to represent the problem.
Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations
with a symbol for the unknown number to represent the problem.
Materials
Paper, pencils, counters or square tiles
Optional: White boards and dry-erase markers
Task
5 teachers have fish tanks in their classroom. Each teacher receives an equal number of tropical fish to put in his/her fish tank. Each teacher also receives 6 goldfish.
If there are between 34 and 56 fish in the school, how many tropical fish could there be? Use your counters or square tiles to model the problem. Find at least 3 possible answers and write an equation for each solution. Write a sentence to explain how you solved the task. Rubric
Level I
Not Yet
Level II
Progressing
Level III
Meets Expectation
●
Incorrect answer and work are given.
●
Finds the correct answer, but there may be inaccuracies or incomplete justification of solution OR
●
Uses partially correct work but does not have a correct solution.
●
Accurately finds the answers: There could be as few as 1 or as many as 5 tropical fish. AND
●
Writes correct equation for each part of the task AND
●
The sentence clearly and accurately describes student’s strategies.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Standards for Mathematical Practice
1
. Makes sense and perseveres in solving problems.
2. Reasons abstractly and quantitatively.
3. Constructs viable arguments and critiques the reasoning of others.
4. Models with mathematics.
5. Uses appropriate tools strategically.
6. Attends to precision.
7. Looks for and makes use of structure.
8. Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Counting Goldfish
Use your counters or square tiles to model the problem. Find at least 3 possible answers and write an equation for each solution. Write a sentence to explain how you solved the task.
5 teachers have fish tanks in their classroom. Each teacher receives an equal number of tropical fish to put in his/her fish tank. Each teacher also receives 6 goldfish.
If there are between 34 and 56 fish in the school, how many tropical fish could there
be? NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
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Formative Instructional and Assessment Tasks
Scoring Examples
Not Yet:
The student answer is incorrect and the work does not lead to a correct answer. The student’s work shows evidence of beginning to make sense of the context (5x6). The work that follows reveals confusion with the operation being used in this problem.
Progressing:
The student was able to come up one correct solution. The student was not able to find 2 other possible answers. The student showed a picture as a strategy that clearly communicated thinking. NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Meets Expectations:
The student was able to accurately find two possible answers and was able to support the answers with equations and a written explanation that was clear.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE