Grade 3. Classroom Challenge A Formative Assessment Lesson. Rounding Riddles


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1 Grade 3 Classroom Challenge A Formative Assessment Lesson Rounding Riddles 1
2 Teacher Guide Grade 3 Lesson: Rounding Riddles Introduction This Classroom Challenge has been modeled after the secondary level lessons created by the Mathematics Assessment Project, University of Nottingham and UC Berkeley. In their booklet, A Brief Guide for teachers and administrators April 2013, they state A Classroom Challenge (CC) is a classroomready lesson that supports formative assessment. The CC helps teachers assess and improve students understanding of mathematical concepts and skills and their ability to use the mathematical practices described in the Common Core State Standards. This formative assessment lesson first allows students to demonstrate their prior understandings and abilities in employing the mathematical practices, and then involves students in resolving their own difficulties and misconceptions through structured discussion. This results in more secure longterm learning, reducing the need for reteaching that otherwise takes so much classroom time. Instructional Prerequisites (These are met after approximately 2/3 of the unit has been taught.) Students are able to round whole numbers to the nearest tens or hundreds. Common Core State Standards for Mathematics 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. Standards for Mathematical Practices for this lesson: MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. Materials required Each individual student will need a copy of the task Rounding Riddles Each small group of students will need an additional blank copy of the task printed and a piece of poster paper, on which they will compile the group responses. Each individual student will need a copy of the Math Performance Task Reflection. Math Manipulatives should be available: (ie. number lines, base ten blocks) Time Needed The suggested lesson will take approximately 3 math sessions. Exact timings will depend on your class. 2
3 Suggested Lesson Outline for Rounding Riddles Grade 3 The suggested lesson will take approximately three math sessions. Objective: Students will be able to round whole numbers to the nearest 10 or 100. Introduction: (Vocabulary reference support, approximately 10 minutes) Refer to a Unit Word Wall or create a class Circle Map for Rounding Rules. Say, Today you will use what you ve learned about rounding whole numbers to solve word problems. Independent Task: (No teacher assistance, approximately 20 minutes) Give each student a copy of the Rounding Riddles task. Say, Read through the questions and try to answer them as carefully as you can. Show how you work out each answer. Don t worry if you cannot understand or complete everything. In the next lesson you will do further work on this task Collect and read students responses. Do not score them; make notes about their current levels of understanding and their different solution strategies. Collaborative SmallGroup Work: (approximately 10 minutes) Organize students into groups of three to four. Discuss Rules for Math Talk poster. Give out a large piece of paper for making a poster of their solutions. Say, Put your own work aside until later in the lesson. I want you to work in groups now. Your task is to produce a product/document that reflects your groups discussion during consensus using math vocabulary/language. In your groups, work on one problem at a time. Take turns to explain your method for solving the problem. (Students may use whiteboards to explain their thinking.) Listen carefully to each other. If you have more than one way of solving the problem, decide as a group which method you prefer. Write your solution on the poster. Before you move on to the next problem, make sure every person in your group understands and can explain the group s method. The teacher walks the room and uses Suggested Prompts for Common Issues During Group Discussion to support student problem solving. (You can cut out the table shown on the following page to use for reference as you walk the room.) Ask questions that help students clarify their thinking. If the whole class is struggling on the same issue, write relevant questions on the board and hold an interim discussion. Note different student approaches to the task so you can use this information to focus a whole class discussion towards the end of the lesson. Teacher might also note the group dynamics such as the flow of conversation between members. Whole Class Discussion: (approximately 10 minutes) Select students with unique, correct, or incorrect solutions to present their work to the class. Ask students to compare the different solution methods. Say, Which approach did you like best? Why? As necessary, teacher gives further explanations on how students can use precise language/vocabulary to explain their mathematical reasoning. Looking at Student Responses (approximately 40 minutes, Day 2) See the attached document for discussion question samples. Closure: (approximately 10 minutes, Day 2) Ask students to read through their original responses to the task and then fill out the Math Performance Task Reflection. Teacher and/or student(s) models an advanced proficient Task Reflection. 3
4 Name Date Rounding Riddles To solve the rounding riddles, Avery and Colin need to be able to estimate. Use the rounding rules to help Avery and Colin solve the following riddles. 1. I am 66. First place a point for me on the number line. Circle the two tens that I am between. Which ten am I closer too? rounded to the nearest ten is 2. I am a number that is missing a digit in my ones place. When rounded to the nearest ten, I equal 970. I have a 9 in the hundreds place and a 7 in the tens place. What digits could be in my ones place? Show all of the possible digits and explain how you figured it out. 9 7? 3. I am a number between 340 and 360. When rounded to the nearest ten, I am 350. When rounded to the nearest hundred, I am 300. My ones digit is an even number, but it is not 6. What number am I? Show your work and explain using math vocabulary. 4
5 Solutions Performance Task: Students will be able to divide numbers into equal groups and write a division or multiplication sentence for the total number. #1: 66 rounded to the nearest ten. 66 is closer to is only four numbers away from 70 and six numbers away from is closer. #2  Find the missing digits for 97?, when rounded equals 970. Missing digits  0,1,2,3,4. These digits are less than five and round down to the nearest ten. 971, 972, 973, 974 would round to 970. #3 What number am I? round to nearest ten round to nearest hundred Ones must be even, 346, 348. One s digit cannot be six Common Issues: Students has difficulty getting started Student makes an incorrect interpretation of the constraints Student presents work poorly Student produces a correct solution. (Student needs an extension task.) Suggested Questions and Prompts What do you know? What do you need to find out? Reread the problem and underline key information. What can you vary? What directions do you have to follow? Would someone unfamiliar with your type of solution easily understand your work? Have you explained how you arrived at your answer? Can you now use a different method? Is this method better than your original one? Why? 5
6 Rules for Math Talk Every student must listen respectfully to what others say. Every student must speak so that others can hear what is said. Every student will participate by speaking out at some point. 6
7 Looking at Sample Student Responses Purpose: The purpose of this activity is to give students additional opportunities to explain mathematical reasoning with oral and written language and to evaluate a variety of possible approaches to the problems. Standard for Mathematical Practice: Construct viable arguments and critique the reasoning of others Materials Required: See the following three pages of sample responses. Copy the Possible Discussion Questions found below onto chart paper or on to the class whiteboard to be displayed and used when discussing student work samples. Input: Say, Today we are going to look at some different student responses to the problems. The teacher will think out loud as she/he critiques the sample student response. For example, the teacher might say, organized her work by drawing a picture and writing an equation. I m not sure what the student meant when.i think the work might be better if. Structured Guided Practice: The teacher leads students through a discussion of a different page of sample student responses using active participation strategies such as tell your neighbor what you like about the student response. Small Group Discussion: Students discuss or write a written response to one of the sample student responses that has not been previously discussed. Possible Discussion Questions What approach was used? How has the student organized the work? What mistakes have been made? What isn t clear? What questions do you want to ask this student? In what ways might the work be improved? 7
8 Sample Response to Discuss: Iris (Teacher Model) Suggested Discussion Questions What isn t clear? What questions do you want to ask this student? 8
9 Sample Response to Discuss: Anthony (Structured Guided Practice) Suggested Discussion Questions What mistakes have been made? In what ways might the work be improved? 9
10 Group Name Date Sample Response: Leslie How has the student organized the work? Discussion Questions What questions do you want to ask this student? In what ways might the work be improved? 10
11 Sample Comments that might be made about student work for teacher reference: I am 66. First place a point for me on the number line. Circle the two tens that I am between. Which ten am I closer too? Iris used subtraction to show which ten 66 is closer to. She clearly shows her work and uses the number line to prove her answer is correct. Anthony has the correct answer. I think he needs to show why his answer is correct. Leslie uses the rounding strategy to get her correct answer. I am a number that is missing a digit in my ones place. When rounded to the nearest ten, I equal 970. I have a 9 in the hundreds place and a 7 in the tens place. What digits could be in my ones place? Show all of the possible digits and explain how you figured it out. Iris correctly explains the rounding rule; however her answer is incorrect. She changes the number 97_ to 966. Anthony is correct that 971 rounds to 970. He didn t answer the question completely and give all of the possible digits that could be in the ones place. Leslie correctly shows all of the possible digits that would round 97 to 970. She also explains her understanding of rounding. I am a number between 340 and 360. When rounded to the nearest ten, I am 350. When rounded to the nearest hundred, I am 300. My ones digit is an even number, but it is not 6. What number am I? Show your work and explain using math vocabulary I don t agree with Iris s answer because even though 345 rounds to 350, it is not an even number. Anthony clearly organizes his work to show the possible numbers that round to 350 and then 300. He explains that his answer must be even and the missing digit couldn t be 6. His answer 348 is correct. Leslie shows her work using the rounding strategy and explains her work. Her answer is incorrect because 345 is not an even number. 11
12 Math Performance Task Reflection Mathematician s Name Title of Activity Look at your original solution. Make improvements to your work. Explain what you changed in the work. Why did you make the change? Bonus: If you have time, show a different way to solve this problem on the back of the page. 12
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