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CORE Assessment Module
Module Overview
Content Area
Title
Grade Level
Problem Type
Learning Goal
Standards for
Mathematical
Practices
Common Core
State
Standards
SBAC
Assessment
Claims
Task
Overview
Module
Components
Module Overview
Mathematics
Baking and Bagging the Cookies
Grade 3
Performance Task
Students will develop an understanding of multiplication and division by solving
problems using strategies such as creating equal groups of objects, creating arrays of
objects, and making comparisons.
Mathematical Practice 2 (MP2): Reason abstractly and quantitatively.
Mathematically proficient students:
• Make sense of quantities and their relationships in problem situations.
• Bring two complementary abilities to bear on problems involving
quantitative relationships:
o Decontextualize—to abstract a given situation and represent it
symbolically; and manipulate the representing symbols as if they have a
life of their own, without necessarily attending to their referents) and
o Contextualize—to pause as needed during the manipulation process in
order to probe into the referents for the symbols involved).
• Use quantitative reasoning that entails creating a coherent representation of
the problem at hand, considering the units involved, attending to the
meaning of quantities (not just how to compute them) and knowing and
flexibly using different properties of operations and objects.
3.OA.1 Interpret products of whole numbers
3.OA.2 Interpret whole-number quotients of whole numbers
3.OA.3 Use multiplication and division within 100 to solve word problems in
situations involving equal groups, arrays, and measurement quantities,
3.OA.4 Determine the unknown whole number in a multiplication or division
equation relating three whole numbers. For example, determine the
unknown number that makes the equation true in each of the equations
8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?.
Claim 1: Problem Solving—Students can solve a range of complex well-posed
problems in pure and applied mathematics, making productive use of
knowledge and problem solving strategies.
Students will engage in constructed response contextual tasks involving
multiplication and division. Tasks include a variety of problem situations
(e.g., unknown product, unknown group size, or unknown number of groups) of
increasing complexity. Students will represent their thinking in multiple ways
(e.g., pictorially, symbolically, or textually) to demonstrate conceptual
understanding.
1) Scoring Guide
2) Performance Task
Page 1
Baking and Bagging the Cookies
Scoring Guide
Description
Credit for specific aspects of performance should be given as follows:
Points
Total
Points
1
1
2
2. Student’s drawing correctly shows the arrangement of 12
cookies in two different arrays.
1
1
2
3. Student gives correct answer: 3 cookies go in each bag
Student shows work (This may include a correct process, but
incorrect arithmetic.)
1
1
2
4. Student gives correct answer: 9 bags
1
1
2
1. Student gives correct answer: 48 cookies
Student shows work (This may include a correct process, but
incorrect arithmetic.)
Student includes an explanation in words or drawing
(This may include a correct process, but incorrect arithmetic.)
5. Student’s instructions to Cookie Monster include the
following:
• He needs 5 cookie sheets.
• He will need 30, 20, 15, 12, 10, 6, 5, 4, 3, or
2 bags.
• Each bag will contain 2, 3, 4, 5, 6, 10, 12, 15, 20, or
30 cookies.
• A logical explanation for why the suggested solutions
works the best for the cookie sale (e.g., more bags means
he can make more money).
TOTAL POINTS:
(possible points = 12 points)
Math Grade 3: Scoring Guide
4
1
1
1
1
Page 2
Student Name ______________________
Baking and Bagging the Cookies
Cookie Monster is baking cookies and needs to give some cookies away so that he will
stop eating them all. He plans to share the cookies with his friends. He needs some
help figuring out how to do this.
1. Cookie Monster baked 4 dozen cookies. There are 12 cookies in a dozen. How
many cookies did he bake? Show how you figured this out.
2. What are two ways that Cookie Monster could arrange his cookies on the cookie
sheet if each sheet holds a dozen? Draw your cookie sheets.
Math Grade 3: Baking and Bagging the Cookies
Page 1
Student Name ______________________
3. Cookie Monster wants to share some cookies with his friends, so he put them
into small bags. If he baked 2 dozen cookies and has 8 bags, how many cookies
will go into each bag? Show how you figured this out.
4. If Cookie Monster baked 72 cookies and packed 8 cookies in each bag, how
many bags would he need? Explain in words or pictures how you figured this out.
Math Grade 3: Baking and Bagging the Cookies
Page 2
Student Name ______________________
5. Cookie Monster decided to sell his cookies at the Sesame Street Bake Sale. He
wants to bake 60 cookies and put them into bags. Use the following information
to write a plan for Cookie Monster to make sure he has everything he needs for
the bake sale:
• 12 cookies fit on each cookie sheet
• He will bake all of the cookies at once
• Each bag must have an equal number of cookies and have more than one
cookie in it.
Write step-by-step directions for Cookie Monster on how to get his cookies ready
for the bake sale. Make sure to include how many cookie sheets he needs, how
many bags he will need, and how many cookies to put in each bag. Explain why
you think this solution is the best for the bake sale.
Math Grade 3: Baking and Bagging the Cookies
Page 3