oa8-baskets-of-candy

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School

University of North Carolina, Pembroke *

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3040

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Mathematics

Date

Jan 9, 2024

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docx

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Uploaded by DrBee3087

Formative Instructional and Assessment Tasks NC.3.OA.8 Baskets of Candy Domain Operations and Algebraic Thinking Cluster Making Sense of Multiplication and Division Standard(s) NC.3.OA.8 Solve two-step word problems using addition, subtraction, and multiplication, represent problems using equations with a symbol for the unknown number. Materials Pencil, manipulatives (such as square tiles or other counters), activity sheet (or project problem on board) Task Read through the question with the students. Stephanie has 4 baskets of candy. Each basket has 6 pieces. Mary brings more candy. Now there are 48 pieces of candy. Write an equation for each part of the task and solve. Show your work with a drawing or explain your thinking with words. Part 1: How many pieces of candy did Stephanie have at the beginning? Part 2: How many pieces of candy did Mary bring? Allow students to explore strategies to solve the problem, allowing students to solve using a strategy of their choice. Some students may choose to use arrays while others choose equal groups, repeated addition or multiples. Rubric Level I Not Yet Level II Progressing Level III Meets Expectation ● Incorrect answer and work are given. ● Finds the correct answers, but there may be inaccuracies or incomplete justification of solution OR ● Uses partially correct work but does not have correct solutions or equations.  Accurately finds the answers (24, 24) AND  Writes an accurate sentence explaining his/her strategy or draws a picture demonstrating his/her work. AND ● Writes accurate equations. (4 x 6 =24, 48 = 24 + __ or 48-24 = __) 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

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