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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