Formative Instructional and Assessment Tasks s2

Formative Instructional and Assessment Tasks

Maggie’s Jewelry Box 3.MD.5 - Task 2 Domain Measurement and Data Cluster Geometric measurement: Understand concepts of area and relate area to multiplication and to addition. Standard(s) 3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. 3.MD.5a A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. 3.MD.5b A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

Additional Standard: 3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). Materials Jewelry box handout (attached), paper tiles (attached), scissors Task Provide students with a copy of the Jewelry Box Top handout, paper tiles, and scissors.

Maggie is covering the area of the top of her jewelry box with colorful tiles. Because tiles are so expensive, Maggie needs to decide exactly how many tiles to purchase so she will not have any extra. Find out how many tiles she needs to buy. Write down a list of steps that Maggie can use to find the exact number of tiles needed to cover to the area of the jewelry box top.

Encourage students to use precise vocabulary (i.e., tiling, unit square, square inch, gaps, overlaps) in their list of steps.

Rubric Level I Level II Level III Limited Performance Not Yet Proficient  Students construct a viable  Student is unable to generate a  Student determines the area of list of steps explaining the list of steps for determining. the box top, but is unable to process for determining area construct a viable list of steps of the jewelry box top. explaining his/her process. OR  Student explanation includes  Student has a partially complete specific vocabulary (i.e., list of viable steps explaining tiling, unit square, square his/her process for determining inch, gaps, overlaps). area. There may by some  Student correctly identifies inaccuracies. the area of the jewelry box  Use of specific vocabulary (i.e., top as 18 square inches. tiling, unit square, square inch, gaps, overlaps) may not be evident.

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 Maggie’s Jewelry Box Top

Maggie’s One-Inch Square Tiles

NC DEPARTMENT OF PUBLIC INSTRUCTION THIRD GRADE