Formative Instructional and Assessment Tasks
Cafeteria Lunch Orders
3.NBT.1– Task 1
Domain
Cluster
Standard(s)
Materials
Task
Number and Operations in Base Ten
Use place value understanding and properties of operations to perform multi-digit
arithmetic.
3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
Cafeteria Lunch Orders handout, paper, pencils
Distribute the Cafeteria Lunch Orders handout to teachers.
Read: The cafeteria organized student lunch orders on this chart.
Ask:
o On what day was the number of hot lunches about the same as the number of cold
lunches? Explain your solution using pictures, numbers, or words.
o On what day was the number of cold lunches about 20 more than the number of hot
lunches? Explain your solution using pictures, numbers, or words.
o About how many hot lunches need to be ordered this week? Explain your solution
using pictures, numbers, or words.
Level I
Limited Performance
 Student’s response is
incorrect, incomplete, or
off task.
Rubric
Level II
Not Yet Proficient
Student does 1-2 of the following:
 Student states that on
Wednesday the numbers of hot
lunches and cold lunches were
about the same.
 Student states that on Friday
about 20 more cold lunches were
ordered that hot lunches.
 Depending on how student
rounds, he/she finds that between
1400-1420 lunches need to be
ordered.
 Some solutions are explained.
NC DEPARTMENT OF PUBLIC INSTRUCTION
Level III
Proficient in Performance
 Student states that on Wednesday
the numbers of hot lunches and
cold lunches were about the same.
 Student states that on Friday
about 20 more cold lunches were
ordered that hot lunches.
 Depending on how student
rounds, he/she finds that between
1400-1420 lunches need to be
ordered.
 All solutions are explained using
pictures, numbers, or words.
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
Cafeteria Lunch Orders
The cafeteria organized student lunch orders on this chart.
NUMBER OF CAFETERIA LUNCH ORDERS
Day
Monday
Hot Lunches
248
Cold Lunches
257
Tuesday
362
143
Wednesday
292
288
Thursday
301
226
Friday
217
239
Use information from the chart to answer each question.
1. On what day was the number of hot lunches about the same as the number of
cold lunches? Explain your solution using pictures, numbers, or words.
2. On what day was the number of cold lunches about 20 more than the number of
hot lunches? Explain your solution using pictures, numbers, or words.
3. About how many hot lunches need to be ordered this week? Explain your
solution using pictures, numbers, or words.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Comparing Heights
3.NBT.1– Task 2
Domain
Cluster
Standard(s)
Materials
Task
Number and Operations in Base Ten
Use place value understanding and properties of operations to perform multi-digit
arithmetic.
3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
Comparing Heights handouts, paper, pencils, calculators (optional)
Distribute copies of the Comparing Heights handout.
Read:
 Neil and Jerome were comparing their heights to see who is taller.
 Neil measured his height and said “I am 59 inches. 59 rounds to 100 so I am about
100 inches tall.”
 Jerome measured his height and said, “I am 65 inches. 65 rounds to 70 so I am about
70 inches tall. You’re taller, Neil.”
Ask: 1. What is wrong with the boys’ reasoning?
2. How could the boys correctly use rounding to compare their heights?
3. What are two examples of ways you could use rounding in your life?
Level I
Limited Performance
 Student’s response is
incorrect, incomplete,
or off task.
1.
2.
3.
4.
5.
6.
7.
8.
Rubric
Level II
Not Yet Proficient
Student does 1-2 of the following:
 Student recognizes that Neil
rounded to the nearest hundred
and Jerome rounded to the
nearest ten.
 Student states that both boys
should have rounded to the same
place for a more accurate
comparison.
 Student determines 1-2 ways that
rounding could be used in his/her
life.
Level III
Proficient in Performance
 Student recognizes that Neil rounded
to the nearest hundred and Jerome
rounded to the nearest ten.
 Student states that both boys should
have rounded to the same place for a
more accurate comparison (i.e,
round to the nearest ten since
rounding to the nearest hundred does
not lead to a realistic height).
 Student determines two ways that
rounding can be used in his/her life.
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
Comparing Heights
Neil and Jerome were comparing their heights.
Neil measured his height and said,
“I am 59 inches. 59 rounds to 100 so I am about 100 inches tall.”
Jerome measured his height and said,
“I am 65 inches. 65 rounds to 70 so I am about 70 inches tall. You’re taller,
Neil.”
1. What is wrong with the boys’ reasoning?
2. How could the boys correctly use rounding to compare their heights?
3. What are two examples of ways you could use rounding in your life?
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
All About Rounding
3.NBT.1– Task 3
Domain
Cluster
Standard(s)
Materials
Task
Number and Operations in Base Ten
Use place value understanding and properties of operations to perform multi-digit
arithmetic.
 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or
100.
paper, pencils, calculators (optional), handout (optional)
Part 1:
Ask:
 How many different numbers will round to 300 when rounding to the nearest hundred?
 How many different numbers will round to 300 when rounding to the nearest ten?
 How can you prove that you found all possible numbers?
Extension Activity:
 Will knowing the amount of numbers that round to 300 help you know the amount of
numbers that round to 400? 500? Explain.
Part 2:
Read:
 How does rounding help you solve addition and subtraction problems?
 Give an example of a real world addition or subtraction problem that can be solved
using rounding. Be sure to show how you would solve the problem.
Level I
Limited Performance
 Student’s response is
incorrect, incomplete, or off
task.
Rubric
Level II
Not Yet Proficient
Student does 1-2 of the following:
 Student identifies some (but not
all) numbers that round to 300.
 Student explains how rounding
helps solve addition and
subtraction problems.
 Student gives a real world
addition or subtraction problem
that requires rounding to solve.
 Student provides some
justification.
Level III
Proficient in Performance
 Student accurately completes
part 1 of task (100; 10).
 Student explains how
rounding helps solve addition
and subtraction problems.
 Student gives example of a
real world problem that can be
solved using rounding.
 Student provides clear
justification and reasoning for
all parts of task.
*Level IV: Student accurately completes Extension Activity. Student recognizes that there are 100 numbers that
will round to 400 (or 500) when rounding to the nearest hundred. Student recognizes that there are 10 numbers
that round to 400 (or 500) when rounding to the nearest ten.
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
All About Rounding
Part I:
How many different numbers will round to 300 when rounding to the nearest
hundred?
How many different numbers will round to 300 when rounding to the nearest ten?
How can you prove that you found all possible numbers?
Part II:
How does rounding help you solve addition and subtraction problems?
Give an example of a real world addition or subtraction problem that can be solved
using rounding. Be sure to show how you would solve the problem.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Compatible Numbers
3.NBT.2 – Task 1
Domain
Cluster
Standard(s)
Materials
Task
Number and Operations in Base Ten
Use place value understanding and properties of operations to perform multi-digit
arithmetic.
3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on
place value, properties of operations, and/or the relationship between addition and
subtraction.
Ms. Snyder’s Game Board (teacher copy), document reader/overhead projector, paper,
pencils, handout (optional)
Part 1:
Display Ms. Snyder’s Game Board.
Read:
 Ms. Snyder is playing a game with her class. In order to win round 1 of the game, the
class must find two numbers on Ms. Snyder’s game board whose sum is exactly 1,000.
 Which two numbers will win the game?
 What strategy did you use to find the two numbers with a sum of 1,000? Write a list of
steps that will help students follow your strategy.
Part 2:
Display Ms. Snyder’s Game Board.
Read:
 In order to win round 2 of the game, the class must find three numbers on Ms. Snyder’s
game board whose sum is exactly 1,000.
 Which three numbers will win the game?
 How is your strategy for round 2 different from what you did in round 1? Write a list
of steps that will help students follow your strategy for round 2.
Part 3:
Create your own game board that has a set of two numbers whose sum is exactly 1,000 and
a set of three numbers whose sum is 1,000. See if a friend can find each set of numbers
whose sum is 1,000.
Level I
Limited Performance
 Student’s response is
incorrect, incomplete, or
off task.
Rubric
Level II
Not Yet Proficient
Student does 1-3 of the following:
 Student identifies that the sum of
463 and 537 is 1,000.
 Student identifies that the sum of
124, 376, and 500 is 1,000.
 Student generates a game board
with a set of two numbers whose
sum is 1,000 and a set of three
numbers whose sum is 1,000.
NC DEPARTMENT OF PUBLIC INSTRUCTION
Level III
Proficient in Performance
 Student identifies that the sum of
463 and 537 is 1,000.
 Student identifies that the sum of
124, 376, and 500 is 1,000.
 Student clearly explains strategies
for finding sums.
 Student generates a game board
with a set of two numbers whose
sum is 1,000 and a set of three
numbers whose sum is 1,000.
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.
Ms. Snyder’s Game Board
500
236
376
463
145
537
743
856
124
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Compatible Numbers
Ms. Snyder’s Game Board
500
236
376
463
145
537
743
856
124
Part I:
Ms. Snyder is playing a game with her class. In order to win round 1 of the game,
the class must find two numbers on Ms. Snyder’s game board whose sum is exactly
1,000.
Which two numbers will win the game?
What strategy did you use to find the two numbers with a sum of 1,000? Write a
list of steps that will help students follow your strategy.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Part II:
In order to win round 2 of the game, the class must find three numbers on Ms.
Snyder’s game board whose sum is exactly 1,000.
Which three numbers will win the game?
How is your strategy for round 2 different from what you did in round 1? Write a
list of steps that will help students follow your strategy for round 2.
Part III:
Create your own game board that has a set of two numbers whose sum is exactly
1,000 and a set of three numbers whose sum is 1,000. See if a friend can find each
set of numbers whose sum is 1,000.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Toys For Us
3.NBT.2– Task 2
Domain
Cluster
Standard(s)
Materials
Task
Number and Operations in Base Ten
Use place value understanding and properties of operations to perform multi-digit
arithmetic.
3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on
place value, properties of operations, and/or the relationship between addition and
subtraction.
Toys for Us sales fliers, Toys for Us Recording Sheets, paper, pencils
Part 1:
Distribute Toys for Us fliers to students.
Read: Congratulations! You just won a $1,000 gift card to Toys for Us. Look at the Toys
for Us sales flier and make a list of what you will buy. Be sure to spend as close as
possible to $1,000 without going over.
Part 2:
Read: Use your work from Part 1 to answer each question.
• What was the total cost of your items?
• How much money will be left on your gift card?
• What strategies did you use to get as close to $1,000 as possible?
• Is it possible to spend exactly $1,000? Explain.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Level I
Limited Performance
 Student’s response is incorrect,
incomplete, or off task.
1.
2.
3.
4.
5.
6.
7.
8.
Rubric
Level II
Not Yet Proficient
Student does 1-4 of the following:
 Student selects a list of toys
valued at or near $1,000.
 Student identifies the total
cost of item on his/her list.
 Student identifies amount left
on gift card.
 Problem solving strategies are
clearly articulated.
 Student finds a list of items
whose sum is exactly $1,000.
Level III
Proficient in Performance
 Student selects a list of toys
valued at or near $1,000.
 Student identifies the total
cost of item on his/her list.
 Student identifies amount left
on gift card.
 Problem solving strategies are
clearly articulated.
 Student finds a list of items
whose sum is exactly $1,000.
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
Toys for Us
trampoline
$184
spy kit
$51
mountain bike
$240
science kit
$46
scooter
$449
MP3 player
$152
roller blades
$58
CD boom box
$52
board game
$19
electric guitar
$210
puzzle
$6
trumpet
$180
hand-held game
$72
basketball
$15
gaming system
$225
telescope
$99
remote control car
$39
snow cone machine
$32
remote control airplane
$44
ice cream maker
$50
giant gumball machine
$95
easy make oven
$56
art set
$47
frog tank with live frogs
$34
make-up kit
$31
ant farm
$23
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Toys for Us Recording Sheet
Congratulations! You just won a $1,000 gift card to Toys for US. Look at the Toys
for Us flier and make a list of what you will buy. Be sure to spend as close as
possible to $1,000 without going over.
list of items you will purchase
Use your list of items to answer each question.
1. What was the total cost of your items?
2. How much money will be left on your gift
card?
3. What strategies did you use to get as close to
$1,000 as possible?
4. Is it possible to spend exactly $1,000?
Explain.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
From 100 to 0
3.NBT.2 – Task 3
Domain
Cluster
Standard(s)
Materials
Task
Number and Operations in Base Ten
Use place value understanding and properties of operations to perform multi-digit
arithmetic.
3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on
place value, properties of operations, and/or the relationship between addition and
subtraction.
Pencil and activity sheet or whiteboards and markers
Austin and Matthew were playing a game called 100 to 0. To play the game, you roll
a pair of dice to make a number. Example: If you roll a pair of dice a get 2 and 6 you
could create the number 26 or 62.
All players start with 100 at the beginning of the game. You subtract the number
rolled from your number. To win, you have to end up with exactly 0. If you roll more
than the number you need to have 0, you lose your turn.
The list shows what each child rolled in the game. Which student won the game? Prove
your answer.
Level I
Limited Performance
 Student’s response is
incorrect, incomplete, or
off task.
1.
2.
3.
4.
5.
6.
7.
8.
Rubric
Level II
Not Yet Proficient
Student either:
 Is inaccurate in work.
 Goes over 100.
 Does not have an adequate
explanation for the answer.
Level III
Proficient in Performance
 Student identifies Austin gets to
100 first.
 Student either subtracts from 100
accurately to find the number, or
adds the numbers until reaching
100.
 Student clearly explains strategies
for finding sums/differences.
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
From 100 to 0
Austin and Matthew were playing a game called 100 to 0. To play the game,
you roll a pair of dice to make a number. (Example: If you roll a pair of dice a
get 2 and 6 you could create the number 26 or 62.)
All players start with 100 at the beginning of the game. You subtract the
number rolled from your number. To win, you have to end up with exactly 0. If
you roll more than the number you need to have 0, you lose your turn.
The list shows what each child rolled in the game. Which student won the game?
Prove your answer. Show how you found your answer.
Numbers rolled on place value dice:
Roll
Roll 1
Roll 2
Roll 3
Roll 4
Roll 5
Roll 6
Roll 7
Roll 8
NC DEPARTMENT OF PUBLIC INSTRUCTION
Matthew
56
18
39
8
6
9
5
3
Austin
27
38
64
26
42
9
2
6
THIRD GRADE
Formative Instructional and Assessment Tasks
What’s the Best Deal?
3.NBT.3 – Task 1
Domain
Cluster
Standard(s)
Materials
Task
Number and Operations in Base Ten
Use place value understanding and properties of operations to perform multi-digit
arithmetic.
3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9
× 80, 5 × 60) using strategies based on place value and properties of operations.
paper, pencils, copy of problem
Display a copy of the problem on the board or document reader.
Read: Max is trying to decide if he should go to Fast Foods, Green Groceries, or Super
Store to buy biscuits for the school picnic. For $25, Max can buy:
60 five-packs of biscuits from Fast Foods.
or
30 six-packs of biscuits from Green Groceries.
or
40 eight-packs of biscuits from Super Store.
Ask: Where should Max go to buy biscuits? Use pictures, numbers, words, or equations to
explain your reasoning.
Level I
Limited Performance
 Student’s work is off-task,
incomplete, or not accurate.
1.
2.
3.
4.
5.
6.
7.
8.
Rubric
Level II
Not Yet Proficient
 Student states that Max should
shop at Super Store, but is
unable to justify reasoning.
OR
 Student has shown some
justification of appropriate
reasoning, but it does not lead
to the correct answer.
Level III
Proficient in Performance
 Student states that Max should
shop at Super Store.
 Student accurately justifies
reasoning (i.e., For $25, Max
will get the most biscuits at
Super Store – 320 biscuits.
He will only get 300 biscuits
at Fast Foods or 180 biscuits
at Green Groceries.)
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
What’s the Best Deal?
Max is trying to decide if he should go to Fast Foods, Green Groceries, or Super
Store to buy biscuits for the school picnic.
For $25, Max can buy:
60 five-packs of biscuits from Fast Foods.
or
30 six-packs of biscuits from Green Groceries.
or
40 eight-packs of biscuits from Super Store.
Where should Max go to buy biscuits? Use pictures, numbers, words, or equations
to explain your reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Helping Hugh
3.NBT.3 – Task 2
Domain
Cluster
Standard(s)
Materials
Task
Number and Operations in Base Ten
Use place value understanding and properties of operations to perform multi-digit
arithmetic.
3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9
× 80, 5 × 60) using strategies based on place value and properties of operations.
Helping Hugh handout, paper, pencils, manipulatives
Distribute copies of Helping Hugh handouts to each student.
Draw students’ attention to the receipts on the handout.
Read:
 Hugh works at his dad’s pet shop, but he keeps making mistakes! Look at Hugh’s
receipts and decide why he is making so many mistakes.
 Write a note to Hugh that teaches him how to prevent his mistakes from happening
again. Use drawings, charts, objects, words, numbers, or equations to help Hugh
understand.
Level I
Limited Performance
 Student’s work is off-task,
incomplete, or not accurate.
Rubric
Level II
Not Yet Proficient
 Student identifies that Hugh
is multiplying by a single
digit, rather than a multiple
of ten. However, student is
unable to clearly teach Hugh
how to fix his mistake.
NC DEPARTMENT OF PUBLIC INSTRUCTION
Level III
Proficient in Performance
 Student identifies that Hugh is
multiplying by a single digit,
rather than a multiple of ten
(i.e., instead of multiplying
30x7, Hugh mistakenly
multiplies 3x7).
 Student teaches Hugh an
appropriate strategy for
multiplying by a multiple of ten.
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
Helping Hugh
Hugh works at his dad’s pet shop, but he keeps making mistakes!
Look at Hugh’s receipts and decide why he is making so many mistakes.
Write a note to Hugh that teaches him how to prevent his mistakes from happening
again. Use drawings, charts, objects, words, numbers, or equations to help Hugh
understand.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE
Formative Instructional and Assessment Tasks
Earn That Bike
3.NBT.3 – Task 3
Domain
Cluster
Standard(s)
Materials
Task
Number and Operations in Base Ten
Use place value understanding and properties of operations to perform multi-digit
arithmetic.
3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9
× 80, 5 × 60) using strategies based on place value and properties of operations.
Paper, pencils, copy of problem
Elana makes $30 every time she helps her aunt watch her baby on a Saturday. Elana wants
to purchase a new bike with the money she earns. The new bike is $240.
How many weeks will she have to help her aunt to earn enough money to purchase a new
bike?
Use words, pictures, or equations to show how she can figure out how long it will take.
Level I
Limited Performance
 Student’s work is off-task,
incomplete, or not accurate.
1.
2.
3.
4.
5.
6.
7.
8.
Rubric
Level II
Not Yet Proficient
 Student states 8 weeks but can
not explain work.
OR
 Student has shown some
justification of appropriate
reasoning, but it does not lead
to the correct answer.
Level III
Proficient in Performance
 Student states that it will take
8 weeks.
 Student accurately explains:
3 x X = 24 or
30 x X = 240 and that
3 x 8= 24 or
30 x 8 = 240
 Student explains how answer
was computed in words,
pictures 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
Earn That Bike
Elana makes $30 every time she helps her aunt watch her baby on a Saturday. Elana
wants to purchase a new bike with the money she earns. The new bike is $240.
How many weeks will she have to help her aunt to earn enough money to purchase
a new bike? Use words, pictures, or equations to show how she can figure out how
long it will take.
NC DEPARTMENT OF PUBLIC INSTRUCTION
THIRD GRADE