Formative Instructional and Assessment Tasks
Morning Schedule
Domain
Cluster
Standard(s)
Materials
Task
3.MD.1 - Task 1
Measurement and Data
Solve problems involving measurement and estimation of intervals of time, liquid
volumes, and masses of objects.
3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes.
Solve word problems involving addition and subtraction of time intervals in minutes,
e.g., by representing the problem on a number line diagram.
Paper, pencils, white boards and dry-erase markers (optional), handout (optional)
Part 1:
• We are going to make a schedule for each child to get to school by 8 a.m.
• Pedra takes 15 minutes in the bathroom and 10 minutes to get dressed. Carlo takes
20 minutes in the bathroom and 5 minutes to get dressed. It takes both of them 5
minutes to eat breakfast, and 15 minutes to ride the bus to school.
• Use a number line, clock, or numbers to make a schedule for the family. Determine
what time they need to get up. Make a schedule for Pedra and Carlo both.
• Determine the latest possible time for them to get up in order to be at school by 8
a.m.
Part 2:
• Finally, compare your schedules with other students in the class to see how they are
the same or different. Work out their schedule and see if both children get to school
on time.
Level I
Limited Performance
• Incorrect answer and work
are given.
1.
2.
3.
4.
5.
6.
7.
8.
Rubric
Level II
Not Yet Proficient
• 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.
Level III
Proficient in Performance
• Accurately solves problem so
that everyone gets to school
by 8 am.
• Uses an appropriate model to
represent and justify the
solution.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Morning Schedule
• Pedra takes 15 minutes in the bathroom and 10 minutes to get dressed.
• Carlo takes 20 minutes in the bathroom and 5 minutes to get dressed.
• It takes both of them 5 minutes to eat breakfast, and 15 minutes to ride the bus
to school.
Use a number line, clock, or numbers to make a schedule for the family. Determine
what time they need to get up. Make a schedule for both Pedra and Carlo.
Determine the latest possible time for them to get up in order to be at school by 8
a.m.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Edna’s Busy Day
3.MD.1 – Task 2
Domain
Cluster
Standard(s)
Materials
Task
Measurement and Data
Solve problems involving measurement and estimation.
3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes.
Solve word problems involving addition and subtraction of time intervals in minutes, e.g.,
by representing the problem on a number line diagram
Edna’s Busy Day handout, pencils, rulers
Part 1:
• Distribute Edna’s Busy Day handout.
• Draw students’ attention to the invitations on the handout.
Read: It takes Edna 23 minutes to drive from Jake’s party to Dora’s party. Will Edna
arrive at Dora’s party in time for the magic show? Explain your solution using a
number line, chart, or words.
Part 2:
• Read: Guests at Dora’s party leave as soon as they finish eating cake. If the guests
spend 15 minutes eating cake, how long does Dora’s party last? Explain your solution
using a number line, chart, or words.
•
Level I
Limited Performance
• Student work is incorrect,
off-task, or incomplete.
Rubric
Level II
Not Yet Proficient
Student does 1-2 of the following:
• determines that Edna will arrive in
time for the beginning of Dora’s
party (she will arrive at 2:58)
• determines that Dora’s party lasts
40 minutes
• uses number lines, charts, or words
to explain solutions
NC DEPARTMENT OF PUBLIC INSTRUCTION
Level III
Proficient in Performance
• Student determines that Edna
will arrive in time for the
beginning of Dora’s party (she
will arrive at 2:58).
• Student determines that
Dora’s party lasts 40 minutes.
• Student uses number lines,
charts, or words to explain
solutions.
THIRD GRADE
Formative Instructional and Assessment Tasks
1.
2.
3.
4.
5.
6.
7.
8.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Edna’s Busy Day
Edna was invited to two parties on the same day!
Jake’s Party Invitation
Dora’s Magical Party
Please come to Jake’s party this
Saturday.
Celebrate Dora’s
birthday this Saturday!
Party Schedule
Magic
Show:
Date: January 18
Time: 1:00-2:35
Place: 240 Main Street
Eat
Cake:
It takes Edna 23 minutes to drive from Jake’s party to Dora’s party. Will Edna
arrive at Dora’s party in time for the magic show? Explain your solution using a
number line, chart, or words.
Guests at Dora’s party leave as soon as they finish eating cake. If the guests spend
15 minutes eating cake, how long does Dora’s party last? Explain your solution
using a number line, chart, or words.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Norman’s Number Line
3.MD.1 – Task 3
Domain
Cluster
Standard(s)
Materials
Task
Measurement and Data
Solve problems involving measurement and estimation.
3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes.
Solve word problems involving addition and subtraction of time intervals in minutes, e.g.,
by representing the problem on a number line diagram
Norman’s Number Line handout, pencils, rulers,
Distribute Norman’s Number Line handout.
Read: Norman is going to start his homework at 6:00. In order to make sure he
finishes in time for a 7:00 TV show, Norman draws this number line.
Is Norman’s number line correct? Will Norman finish his homework in time for the
7:00 TV show? Prove your answer using a drawing, chart, numbers, or words.
Extension: Think of some activities you did one evening. Draw a number line
representing the amount of time if took you to do each activity. Write a question about
your number line and see if a classmate can answer it.
Rubric
Level I
Level II
Level III
Limited Performance
Not Yet Proficient
Proficient in Performance
Student does 1-2 of the following:
• Student work is incorrect,
• Student identifies that Norman’s
off-task, or incomplete.
• Student identifies that
number line is not correct (he
Norman’s number line is not
added 9 instead of 19).
correct (he added 9 instead of
• Student determines that Norman
19).
will be finished with his
• Student determines that
homework at 6:59, and he will
Norman will be finished with
be able to watch the 7:00 TV
his homework at 6:59, and he
show.
will be able to watch the 7:00
• Student explains his/her
TV show.
solution using a drawing, chart,
• Student explains his/her
numbers or words.
solution using a drawing, chart,
numbers or words.
*Level IV: Student accurately completes extension activity. This activity represents a level IV because the
student will likely need to work with elapsed time beyond the hour.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
1.
2.
3.
4.
5.
6.
7.
8.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Norman’s Number Line
Norman is going to start his homework at 6:00. In order to make sure he finishes
in time for a 7:00 TV show, Norman draws this number line.
Homework
Math: 25 minutes
Reading: 19 minutes
Writing: 15 minutes
Is Norman’s number line correct? Will Norman finish his homework in time for
the 7:00 TV show? Prove your answer using a drawing, chart, numbers, or
words.
Extension: Think of some activities you did one evening. Draw a number line
representing the amount of time if took you to do each activity. Write a question
about your number line and see if a classmate can answer it.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Weighing Fruit
3.MD.2 – Task 1
Domain
Cluster
Standard(s)
Materials
Task
Measurement and Data
Solve problems involving measurement and estimation.
3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units
of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve onestep word problems involving masses or volumes that are given in the same units, e.g., by
using drawings (such as a beaker with a measurement scale) to represent the problem.
Weighing Fruit handout, pencils, rulers
Part 1:
Draw students’ attention to the scales on the Weighing Fruit handout.
Read: Julius put a lime on the scale and found that it weighed 60 grams. He used the
same scale to weigh an orange. About how much did the orange weigh? Explain how you
found the weight of the orange using precise vocabulary.
Part 2:
Draw students’ attention to the bag on the handout.
Read: Julius put three oranges in a bag. If each orange was the same size as the one he
weighed, about how much does the bag of oranges weigh? Explain how you found the
weight of the bag using precise vocabulary.
Level I
Limited Performance
• Student work is incorrect,
off-task, or incomplete.
Rubric
Level II
Not Yet Proficient
Student does 1-2 of the following:
• Student finds that the orange
weighs about 90 grams.
• Student finds that the bag of 3
oranges weighs about 270 grams.
• Student partially explains solution
strategies using some precise
vocabulary.
NC DEPARTMENT OF PUBLIC INSTRUCTION
Level III
Proficient in Performance
• Student finds that the orange
weighs about 90 grams.
• Student finds that the bag of 3
oranges weighs about 270
grams.
• Student clearly explains
solution strategies using
precise vocabulary.
THIRD GRADE
Formative Instructional and Assessment Tasks
1.
2.
3.
4.
5.
6.
7.
8.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Weighing Fruit
Julius put a lime on the scale and found that it weighed 60 grams.
He used the same scale to weigh an orange.
About how much does the orange weigh? Explain how you found the weight of the
orange using precise vocabulary.
Julius put three oranges in a bag.
If each orange was the same size as the one he weighed, about how much does the
bag of oranges weigh? Explain how you found the weight using precise
vocabulary.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Measuring Water
3.MD.2 – Task 2
Domain
Cluster
Standard(s)
Materials
Task
Measurement and Data
Solve problems involving measurement and estimation.
3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units
of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve onestep word problems involving masses or volumes that are given in the same units, e.g., by
using drawings (such as a beaker with a measurement scale) to represent the problem.
Measuring Water handouts, paper, pencil, examples of measurement containers (optional)
Distribute Measuring Water handouts to students.
Draw students’ attention to the images on the handout.
Read: Nadine had a container of water. She poured some of the water into each of her
beakers.
Ask: About how many milliliters of water were in Nadine’s original container?
About how many milliliters of water did Nadine pour into each of her beakers?
Explain how you found the amount of water in each beaker.
Level I
Limited Performance
• Student work is incorrect,
off-task, or incomplete.
Rubric
Level II
Not Yet Proficient
Student does 1-2 of the following:
• Student recognizes that there was
150 ml of water in the original
container.
• Student identifies amount of water
in each beaker. Amounts in beakers
should total 75 ml (i.e., 50ml and
25ml.
• Student partially explains
reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
Level III
Proficient in Performance
• Student recognizes that there
was 150 ml of water in the
original container.
• Student identifies amount of
water in each beaker.
Amounts in beakers should
total 75 ml (i.e., 50 ml and
25 ml.
• Student clearly explains
reasoning.
THIRD GRADE
Formative Instructional and Assessment Tasks
1.
2.
3.
4.
5.
6.
7.
8.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Measuring Water
Nadine had a container of water. She poured some of the water into each of her beakers.
1
2
3
About how many milliliters of water were in Nadine’s original container?
About how many milliliters of water did Nadine pour into each of her beakers? Explain how you found the
amount of water in each beaker.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Planning a Field Trip
3.MD.3 – Task 1
Domain
Cluster
Standard(s)
Materials
Task
Measurement and Data
Represent and interpret data.
3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories. Solve one- and two-step “how many more” and “how many less”
problems using information presented in scaled bar graphs. For example, draw a bar
graph in which each square in the bar graph might represent 5 pets.
Field trip handout, pencils, colored pencils (optional), calculators
Part 1:
• Distribute Planning a Field Trip handouts.
• Draw students’ attention to data and graph on handout.
•
Read: The third graders are planning a field trip. In order to decide if they
should go to the mountains or the beach, students from each class took a
survey about their favorite activity. Organize the data on the graph.
Part 2:
• Read: Use your graph to answer each question.
1. How many more students prefer mountain activities than beach activities?
2. How many students were surveyed?
3. What question do you have that could be answered from the data collected?
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Rubric
Level I
Level II
Limited Performance
Not Yet Proficient
Student does 1-2 of the following:
• Student is unable to graph
data on the graph.
• organizes data on graph with a
few inaccuracies
• Student does not identify the
number of students who prefer • identifies that 9 more student
mountain activities over beach
prefer mountain activities than
activities.
bean activities
• Student is unable to identify
• identifies that 45 students
the number of students
were surveyed
surveyed.
1.
2.
3.
4.
5.
6.
7.
8.
Level III
Proficient in Performance
• Student correctly organizes
data on graph (sledding: 15,
skiing: 12, swimming: 8,
surfing: 10).
• Student identifies that 9 more
student prefer mountain
activities than bean activities.
• Student identifies that 45
students were surveyed.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Planning a Field Trip
The third graders are planning a field trip. In order to decide if they should go to
the mountains or the beach, students from each class took a survey about their
favorite activity. Organize the data on the graph.
Class A’s Favorite
Activities
Sledding: 7
Skiing: 5
Swimming: 6
Surfing: 3
Class B’s Favorite
Activities
Sledding: 8
Skiing: 7
Swimming: 2
Surfing: 7
Use your graph to answer each question.
1. How many more students prefer mountain activities than beach activities?
_______________________________________________________________
2. How many students were surveyed?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. What question do you have that could be answered from the data collected?
_______________________________________________________________
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Toni’s School Supplies
3.MD.3 – Task 2
Domain
Cluster
Standard(s)
Materials
Task
Measurement and Data
Represent and interpret data.
3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories. Solve one- and two-step “how many more” and “how many less”
problems using information presented in scaled bar graphs. For example, draw a bar
graph in which each square in the bar graph might represent 5 pets.
Field trip handout, pencils, colored pencils (optional), calculators
Part 1:
• Distribute Toni’s School Supplies handout.
• Draw students’ attention to the graph.
Read: Toni bought four packs of school supplies. Each pack came with four
pencils, three erasers, and one pencil box. Create a bar graph to show how many
of each school supply Toni has.
Part 2:
• Read: Use your graph to answer each question.
4. How many school supplies does Toni have in all?
5. Toni wants to give each of the 21 students in her class a pencil. How many more
pencils will she need? Justify your answer using pictures, numbers, or words.
6. What is another question that can be answered by looking at the data on the graph?
•
Level I
Limited Performance
• Student is unable to graph
data on the graph.
• Student does not identify total
number of supplies.
• Student does not identify that
5 more pencils are needed.
Rubric
Level II
Not Yet Proficient
Student does 1-2 of the following:
• organizes data on graph with
few errors
• identifies that there are 31
total school supplies.
• identifies that 5 more pencils
are needed.
NC DEPARTMENT OF PUBLIC INSTRUCTION
Level III
Proficient in Performance
• Student correctly organizes
data on graph (pencils: 16,
erasers: 12, pencil boxes: 3)
• Student identifies that there
are 31 total school supplies.
• Student identifies that 5 more
pencils are needed.
THIRD GRADE
Formative Instructional and Assessment Tasks
1.
2.
3.
4.
5.
6.
7.
8.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Toni’s School Supplies
Toni bought four packs of school supplies. Each pack came with four pencils, three
erasers, and one pencil box. Create a bar graph to show how many of each school
supply Toni has.
Use your graph to answer each question.
1. How many school supplies does Toni have in all? _________________________
2. Toni wants to give each of the 21students in her class a pencil. How many more
pencils will she need? Justify your answer using pictures numbers, or words.
3. What is another question that can be answered by looking at the data on the
graph?
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Reading Survey
3.MD.4 - Task 1
Domain
Cluster
Standard(s)
Materials
Task
Measurement and Data
Represent and interpret data.
3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves
and fourths of an inch. Show the data by making a line plot, where the horizontal scale is
marked off in appropriate units— whole numbers, halves, or quarters.
Handout, paper, pencils, white boards and dry-erase markers (optional)
Directions for students:
• As a class, have students’ measure blocks in handout and ask them “How wide do you
think blocks in the handout are?” They can choose ¼, ½, or ¾. Students should record
results on a piece of paper.
• Create a line plot to represent the data.
• Have students write a sentence about an observation that they notice from the line plot.
Level I
Limited Performance
• Incorrect answer and work are
given.
1.
2.
3.
4.
5.
6.
7.
8.
Rubric
Level II
Not Yet Proficient
• 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.
Level III
Proficient in Performance
• Accurately surveys and makes
a line plot, and analyses the
results.
• Uses an appropriate model to
represent and justify the
solution.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Measuring Friendship Bracelets
3.MD.4 – Task 2
Domain
Cluster
Standard(s)
Materials
Task
Measurement and Data
Represent and interpret data.
3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves
and fourths of an inch. Show the data by making a line plot, where the horizontal scale is
marked off in appropriate units— whole numbers, halves, or quarters.
Measuring Friendship Bracelets handouts, Friendship Bracelets handout, rulers, pencils
Part 1:
• Distribute copies of the Measuring Friendship Bracelets handout and Friendship
Bracelets handout to students.
• Read task aloud: Boys and girls in the Sunnyside Art Club made friendship
bracelets to sell. Measure each of their bracelets to the nearest ¼ inch and record
your measurement data on the line plot.
• Provide ample time to measure bracelets on the handout and graph data.
Part 2:
• Prompt students to use data from the line plot to answer each question.
• Read each question aloud:
o What was the most common length for a bracelet?
o How many bracelets were shorter than 5 inches?
o If the Sunnyside Art Club sold bracelets that were 5 ¼ inches or longer for
$1.00 each, how much money would they make?
o What other questions do you have about the data collected?
Level I
Limited Performance
• Student is unable complete
either part of the task.
• Students work is off-task or
incomplete.
1.
2.
3.
4.
5.
6.
7.
8.
Rubric
Level II
Not Yet Proficient
Student does one of the
following:
• Student correctly completes
one part of the task.
• Student partially completes
both parts of the task.
Level III
Proficient in Performance
• Student correctly measures each
friendship bracelet.
• Student correctly completes a
line plot to represent his/her data.
• Student correctly answers
questions 1-3.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Measuring Friendship Bracelets
Boys and girls in the Sunnyside Art Club made friendship bracelets to sell.
Measure each of their bracelets to the nearest ¼ inch and record your measurement
data on the line plot.
Bracelet Measurements
4
4¼
4½
4¾
5
5¼
5½
5¾
6
measurements to the nearest ¼ inch
Use your completed line plot to answer each question.
1. What was the most common length for a bracelet?
2. How many bracelets were shorter than 5 inches?
3. If the Sunnyside Art Club sold bracelets that were 5 ¼ inches or longer for
$1.00 each, how much money would they make?
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Friendship Bracelets
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“““““““““““““““
”””””””””””””
ËËËËËËËËËËËË
ÌÌÌÌÌÌÌÌÌÌÌÌÌ
!""!""!""!""!""!
#!#!#!#!#!#!
“““““““““““““““
”””””””””””””
ËËËËËËËËËËËËË
#!!#!!#!!#!!#!!#
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Estimating Measurements
3.MD.4 – Task 3
Domain
Cluster
Standard(s)
Materials
Task
Measurement and Data
Represent and interpret data.
3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves
and fourths of an inch. Show the data by making a line plot, where the horizontal scale is
marked off in appropriate units— whole numbers, halves, or quarters.
Estimating Measurements handouts, pencils
Part 1:
• Distribute Estimating Measurements handout to students.
• Draw students’ attention to data on the handout:
Read task: Ms. Mac asked each of her students to use estimation to draw a five-inch
line. Then, each student measured his/her line to see how close it actually was to five
inches. The students’ actual measurements are in the chart below. Organize the
students’ measurement data on the line plot.
Part 2:
• Prompt students to use data from the line plot to answer each question.
• Read each question aloud:
1. How many students’ lines were exactly five inches long?
2. How many students drew a line longer than five inches long?
3. What was the length of the shortest line drawn?
4. How many students drew a line that was either 4 ½ inches long or 5 ½ inches
long?
5. What other questions do you have about the data collected?
•
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Level I
Limited Performance
• Student is unable complete
either part of the task.
• Students work is off-task or
incomplete.
1.
2.
3.
4.
5.
6.
7.
8.
Rubric
Level II
Not Yet Proficient
Student does one of the following:
• Student correctly completes
one part of the task.
• Student partially completes
both parts of the task.
Level III
Proficient in Performance
• Student correctly completes a
line plot to represent the
student measurement data.
• Student correctly answers
questions 1-4:
o 2 students
o 6 students
o 3 inches
o 8 students
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Estimating Measurements
Ms. Mac asked each of her students to use estimation to draw a five-inch line.
Then, each student measured his/her line to see how close it actually was to five
inches. The students’ actual measurements are in the chart below. Organize the
students’ measurement data on the line plot.
Students’ Line Measurements
Students’ Line Measurements
(to the nearest ½ inch)
Allie 5 ½
Hal
3½
Ben
Izzie
6
5
Cory 5 ½
Jorge 5 ½
Dean 4 ½
Katie 4
Ellen 3 ½
Lara
4½
Eliza 5
Matt
3
Fran
Nick
4½
Ollie
5½
4
Gary 5 ½
3
3½
4
4½
5
5½
6
measurements to the nearest ½ inch
Use data from your line plot to answer each question.
6. How many students’ lines were exactly five inches long?
7. How many students drew a line longer than five inches long?
8. What was the length of the shortest line drawn?
9. How many students drew a line that was either 4 ½ inches long or 5 ½
inches long?
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Antonio’s Garden
3.MD.5 Task 1
Domain
Cluster
Standard(s)
Materials
Task
Number and Operations - Fractions
Develop understanding of fractions as numbers.
3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area
measurement.
Student activity sheet, paper, pencils, white boards and dry-erase markers (optional)
Share student activity sheet (attached). Explain that Antonio was making a garden for his
mother. He made the garden shown below. His mother wants part of the garden for
tomatoes and part for green beans.
Level I
Limited Performance
• Incorrect answer and work are
given.
Rubric
Level II
Not Yet Proficient
• 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.
Level III
Proficient in Performance
• Accurately solves problem (5
x 4 + 2 x 8 OR 5 x 6 + 3 x 2
for the 2 parts and those OR 8
x 6 – 3 x 4 for the area- area is
36 square feet. Any garden
with area of 36 square feet
would be accepted.
• Uses an appropriate model to
represent and justify the
solution.
* Level IV is showing more than one of the solutions and bonus both completed correctly.
1.
2.
3.
4.
5.
6.
7.
8.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Antonio’s Garden
Show how to break Antonio’s garden up into two smaller rectangles. Show two
different ways.
5 feet
5 feet
4 feet
4 feet
3 feet
3 feet
2 feet
2 feet
What is the area of each rectangle?
Which of your two ways would be better if you wanted the areas to be close to the
same size?
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Maggie’s Jewelry Box
3.MD.5 - Task 2
Domain
Cluster
Standard(s)
Materials
Task
Measurement and Data
Geometric measurement: Understand concepts of area and relate area to multiplication
and to addition.
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).
Jewelry box handout (attached), paper tiles (attached), scissors
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.
Level I
Limited Performance
• Student is unable to generate a
list of steps for determining.
Rubric
Level II
Not Yet Proficient
• Student determines the area of
the box top, but is unable to
construct a viable list of steps
explaining his/her process. OR
• Student has a partially complete
list of viable steps explaining
his/her process for determining
area. There may by some
inaccuracies.
• Use of specific vocabulary (i.e.,
tiling, unit square, square inch,
gaps, overlaps) may not be
evident.
NC DEPARTMENT OF PUBLIC INSTRUCTION
•
•
•
Level III
Students construct a viable
list of steps explaining the
process for determining area
of the jewelry box top.
Student explanation includes
specific vocabulary (i.e.,
tiling, unit square, square
inch, gaps, overlaps).
Student correctly identifies
the area of the jewelry box
top as 18 square inches.
THIRD GRADE
Formative Instructional and Assessment Tasks
1.
2.
3.
4.
5.
6.
7.
8.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
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
Formative Instructional and Assessment Tasks
Gino’s New Room
3.MD.6 – Task 1
Domain
Cluster
Standard(s)
Materials
Task
Measurement and Data
Geometric measurement: Understand concepts of area and relate area to
multiplication and to addition.
3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft,
and improvised units).
Additional Standard:
3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area
measurement.
Gino’s New Room handout (see attached), pencils
• Provide students with copy of Gino’s New House handout.
•
•
Read problem aloud: Gino’s family just moved into a new house and he gets to select
his new bedroom. Help Gino select the room with the greatest area. Explain how you
found the largest room using drawings, numbers, words, or equations.
Encourage students to use precise vocabulary when explaining their solutions (i.e., unit
square, square feet).
Level I
Limited Performance
• Student is unable identify
the bedroom with the largest
area and provides little to no
justification.
Rubric
Level II
Not Yet Proficient
• Student correctly identifies
Bedroom B as having the largest
area, but is unable to clearly
justify his/her solution. OR
• Student is able to correctly justify
reasoning, but does not obtain the
correct answer.
• Student does not consistently use
precise vocabulary to justify
solution.
NC DEPARTMENT OF PUBLIC INSTRUCTION
Level III
Proficient in Performance
• Student correctly identifies
Bedroom B as having the
largest area.
• Student justifies solution
using drawing, numbers,
words, or equations.
• Student uses precise
vocabulary when justifying
solution.
THIRD GRADE
Formative Instructional and Assessment Tasks
1.
2.
3.
4.
5.
6.
7.
8.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Gino’s New Room
Gino’s family just moved into a new house and he gets to select his bedroom. Help
Gino select the room with the greatest area. Explain how you found the largest
room using drawings, numbers, words, or equations.
Floor Plan of Bedrooms
Bedroom A
Bedroom B
Hallway
Bedroom D
Bedroom C
*Each square tile equals one square foot.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Playgrounds
3.MD.6 – Task 2
Domain
Cluster
Standard(s)
Materials
Task
Measurement and Data
Geometric measurement: Understand concepts of area and relate area to
multiplication and to addition.
3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft,
and improvised units).
task handout
• Provide students with the playground activity sheet.
• Read problem aloud: 5 schools have playgrounds of different shapes and sizes. Which
of the playgrounds have the same area?
• Explain how you found the playgrounds with the same area, using drawings, numbers,
words, or equations.
Level I
Limited Performance
• Student is unable identify the
bedroom with the largest area
and provides little to no
justification.
1.
2.
3.
4.
5.
6.
7.
8.
Rubric
Level II
Not Yet Proficient
• Student correctly identifies C
and D as having the same area,
but is unable to clearly justify
his/her solution. OR
• Student is able to correctly
justify reasoning, but does not
obtain the correct answer.
Level III
Proficient in Performance
• Student correctly identifies
playground C and D as
having the same area.
• Student justifies solution
using drawing, numbers,
words, or equations.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Playgrounds
A
B
C
D
E
= 1 square meter
5 schools have playgrounds of different shapes and sizes. Which of the playgrounds
have the same area?
Explain how you found the playgrounds with the same area, using drawings,
numbers, words, or equations.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Play Areas
3.MD.6 – Task 3
Domain
Cluster
Standard(s)
Materials
Task
Measurement and Data
Geometric measurement: Understand concepts of area and relate area to
multiplication and to addition.
3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft,
and non-standard units).
task handout
• Provide students with the Lexi’s Doll Play Areas handout.
• Lexi wants to create 50 square unit play area for her dolls.
• Compose a shape with an area that will bring the total area to 50 square units.
• Explain how you got your answer with words, pictures, or numbers.
Example: I added a 2 x 5 array to the right of the existing array. This created a 5 x 5
array. Then I added a 5 x 5 array to the bottom of the 5 x 5 array, creating a 10 x 5 array.
10 x 5 = 50 gives the doll play area a total of 50 square units.
Level I
Limited Performance
• Student is unable to compose
a figure with 50 square units.
1.
2.
3.
4.
5.
6.
7.
8.
Rubric
Level II
Not Yet Proficient
• Student correctly composed a
figure with 50 square units.
OR
• Student justifies figure using
words, pictures, or numbers.
Level III
Proficient in Performance
• Student correctly composed 2
figures with 50 square units.
• Student justifies figures using
words, pictures, or numbers.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Lexi’s Doll Play Areas
1. Lexi wants to create a 50 square unit play area for her dolls. Use the
array above to compose an area that will bring the total area to 50 square
units.
2. Explain how you got your answer with words, pictures, or numbers.
3. How would you create a 50 square unit play area for her dolls using the
array below? Explain your thinking.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
All Areas
3.MD.7-Task 1
Domain
Cluster
Standard(s)
Materials
Operations and Algebraic Thinking
Represent and solve problems involving multiplication and division.
3.MD.7 Relate area to the operations of multiplication and addition.
Paper, activity sheet (below), pencils, 1 inch square tiles, grid white boards and dry-erase
markers (optional)
Part 1:
Give students a copy or display the activity sheet (below), 1 inch square tiles and a ruler.
Ask students to determine the area of each rectangle.
Part 2:
Use your square tiles to make a rectangle with an area larger than both rectangles.
Part 3:
Have students write a sentence to explain how they can use multiplication to find the area
of a rectangle.
Level I
Limited Performance
• Incorrect answer and work
are given.
Rubric
Level II
Not Yet Proficient
• Finds the correct answer, but
there may be inaccuracies or
incomplete justification of
solution OR
• Uses partially correct work
thinking but does not have a
correct solution.
Level III
Proficient in Performance
• Accurately finds the answers
(25 and 24 square inches)
AND
• The new rectangle has a larger
than 25 square inches AND
• The sentence clearly and
accurately describes how to
multiple the length by the
width.
* Level IV- make other rectangles with same area as the provided rectangles.
1.
2.
3.
4.
5.
6.
7.
8.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
All Areas
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Micah and Nina’s Rectangle
3.MD.7– Task 2
Domain
Cluster
Standard(s)
Materials
Task
Measurement and Data
Geometric measurement: Understand concepts of area and relate area to
multiplication and to addition.
3.MD.7 Relate area to the operations of multiplication and addition.
• 3.MD.7a Find the area of a rectangle with whole-number side lengths by tiling it, and
show that the area is the same as would be found by multiplying the side lengths.
• 3.MD.7c Use tiling to show in a concrete case that the area of a rectangle with wholenumber side lengths a and b + c is the sum of a × b and a × c. Use area models to
represent the distributive property in mathematical reasoning.
• 3.MD.7d Recognize area as additive. Find areas of rectilinear figures by decomposing
them into non-overlapping rectangles and adding the areas of the non-overlapping
parts, applying this technique to solve real world problems.
Micah and Nina’s Area Model handout (see attached), pencils, scissors (optional)
• Micah and Nina were trying to determine the area of this rectangle.
•
•
•
•
•
Micah found the rectangle’s area by adding the products of the following equation:
8x5=a and 7x8=b.
Nina found the area by adding the products of the following equations: 2x7=a and
6x7=b.
For each student, calculate the total area.
Is each correct? Explain why or why not.
Write a sentence to explain what other strategy can be used to find the area of this
rectangle.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Level I
Limited Performance
• Student does not recognize that
both students’ equations can be
used to find the correct area of
the rectangle.
• Student does not demonstrate
an understanding of the
distributive property.
• Student is unable to identify an
additional strategy for finding
the area of the rectangle.
1.
2.
3.
4.
5.
6.
7.
8.
Rubric
Level II
• Not Yet Proficient
Student does 1-2 of the following:
• Student identifies that both
Micah and Nina’s equations
could be used to find the
correct area of the rectangle.
• Student accurately justifies
why both students’ equations
will obtain the correct area.
Explanation should
demonstrate an understanding
of the distributive property.
• Student identifies an
additional strategy for
determining the area of the
rectangle (i.e., counting tiles)
•
•
•
Level III
Student identifies that both
Micah and Nina’s equations
could be used to find the
correct area of the rectangle.
Student accurately justifies
why both students’ equations
will obtain the correct area.
Explanation should
demonstrate an understanding
of the distributive property.
Student identifies an
additional strategy for
determining the area of the
rectangle (i.e., counting tiles,
skip counting by 7 eight
times, add 8+8+8+8+8+8+8).
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Micah and Nina’s Rectangle
Micah and Nina want to determine the area of this rectangle.
Micah found the rectangle’s area using the following equation: 8 x 7 = a.
Nina found the area by adding the products of the following equations:
2 x 7 = a and 5 x 7 = b.
Whose equation(s) will find the correct area of the rectangle? Explain.
What other strategy can be used to find the area of this rectangle?
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Settle the Argument
3.MD.8 – Task 1
Domain
Cluster
Standard(s)
Materials
Task
Measurement and Data
Geometric measurement: Understand concepts of area and relate area to
multiplication and to addition.
3.MD.8 Solve real world and mathematical problems involving perimeters of polygons,
including finding the perimeter given the side lengths, finding an unknown side length, and
exhibiting rectangles with the same perimeter and different areas or with the same area and
different perimeters.
Task handout
Becky and Taylor are having a disagreement.
Taylor says that the figures both have the same perimeter and area because they both have
the same number of squares in them. Becky says that area and perimeter are not the same.
Who is right?
Justify why you think Beka or Taylor is right using words, pictures and/or numbers.
Be precise.
Level I
Limited Performance
• Student is unable identify the
difference between perimeter
and area and provides little to
no justification.
1.
2.
3.
4.
5.
6.
7.
8.
Rubric
Level II
Not Yet Proficient
• Student correctly L as the
needed perimeter, but is unable
to clearly justify his/her
solution.
OR
• Student is able to correctly
justify reasoning, but does not
obtain the correct answer.
Level III
Proficient in Performance
• Student correctly states that
L has a larger perimeter than
M.
• Student justifies solution
using drawing, numbers,
words, or equations and tell
how to find both area and
perimeter.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Settle the Argument
M
L
Beka and Taylor are having a disagreement. Taylor says that the figures both
have the same perimeter and area because they both have the same number of
squares in them. Beka says that area and perimeter are not the same.
Who is right?
Justify why you think Beka or Taylor is right using words, pictures and/or
numbers. Be precise.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Carpets
3.MD.8 – Task 2
Domain
Cluster
Standard(s)
Materials
Task
Measurement and Data
Geometric measurement: Understand concepts of area and relate area to
multiplication and to addition.
3.MD.8 Solve real world and mathematical problems involving perimeters of polygons,
including finding the perimeter given the side lengths, finding an unknown side length, and
exhibiting rectangles with the same perimeter and different areas or with the same area and
different perimeters.
Task handout
A classroom wants to have 60 square meters of carpet for shared reading time.
They have these two carpets already.
Draw the third carpet they would have to add to make a total of 60 square meters of carpet.
Use drawings, numbers, equations, and words to explain your answer.
Level I
Limited Performance
• Student is unable identify the
difference between perimeter
and area and provides little to
no justification.
1.
2.
3.
4.
5.
6.
7.
8.
Rubric
Level II
Not Yet Proficient
• Student correctly L as the
needed perimeter, but is unable
to clearly justify his/her
solution.
OR
• Student is able to correctly
justify reasoning, but does not
obtain the correct answer.
Level III
Proficient in Performance
• Student correctly states that
L has a larger perimeter than
M.
• Student justifies solution
using drawings, numbers,
words, or equations and tells
how to find both area and
perimeter.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
Carpets
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
A classroom wants to have 60 square meters of carpet for block play. They have
these two carpets already. Draw the third carpet they would have to add to make a
total of 60 square meters of carpet. Explain how you found your answer.
4 meters
9 meters
5 meters
7 meters
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Make a Garden
3.MD.8 – Task 3
Domain
Cluster
Standard(s)
Materials
Task
Measurement and Data
Geometric measurement: Understand concepts of area and relate area to
multiplication and to addition.
3.MD.8 Solve real world and mathematical problems involving perimeters of polygons,
including finding the perimeter given the side lengths, finding an unknown side length, and
exhibiting rectangles with the same perimeter and different areas or with the same area and
different perimeters.
Paper and pencil or white boards and markers, handout (optional)
A garden is shaped like a hexagon. 3 of the sides are 8 feet long. The other sides are all the
same length. The perimeter of the garden is 45 feet. What is the length each of the other
sides?
Draw the garden. Mark what you know. Then figure out the other sides.
Show how you can figure out the other sides.
Level I
Limited Performance
• Student is unable identify the
difference between perimeter
and area and provides little to
no justification.
1.
2.
3.
4.
5.
6.
7.
8.
Rubric
Level II
Not Yet Proficient
• Student correctly L as the
needed perimeter, but is unable
to clearly justify his/her
solution.
OR
• Student is able to correctly
justify reasoning, but does not
obtain the correct answer.
Level III
Proficient in Performance
• Student correctly states that
the other sides are 7 feet.
• Student justifies solution
with a picture or explanation.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Make a Garden
A garden is shaped like a hexagon. 3 of the sides are 8 feet long. The other sides are
all the same length. The perimeter of the garden is 45 feet. What is the length each
of the other sides?
Draw the garden. Mark what you know. Then figure out the other sides.
Show how you can figure out the other sides.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
The Table
3.MD.8 – Task 4
Domain
Cluster
Standard(s)
Materials
Task
Measurement and Data
Geometric measurement: Understand concepts of area and relate area to
multiplication and to addition.
3.MD.8 Solve real world and mathematical problems involving perimeters of polygons,
including finding the perimeter given the side lengths, finding an unknown side length, and
exhibiting rectangles with the same perimeter and different areas or with the same area and
different perimeters.
Paper and pencil or white boards and markers, handout (optional)
A school table has 8 sides of equal lengths. If one side measures 4 feet, what is the
perimeter of the table?
Use drawing and an equation to prove your solution.
Level I
Limited Performance
• Student is unable identify the
difference between perimeter
and area and provides little to
no justification.
1.
2.
3.
4.
5.
6.
7.
8.
Rubric
Level II
Not Yet Proficient
• Student correctly L as the
needed perimeter, but is unable
to clearly justify his/her
solution.
OR
• Student is able to correctly
justify reasoning, but does not
obtain the correct answer.
Level III
Proficient in Performance
• Student correctly answers
that perimeter is 32
• Student justifies solution
using drawings, numbers,
words, or equations and tells
how to find the perimeter.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
The Table
A school table has 8 sides of equal lengths. If one side measures 4 feet, what is the
perimeter of the table?
Use drawing and an equation to prove your solution.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE