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Howard County Math Task Guidelines

The document provides instructions for a student to show the multiplication equation 6 x 3 in two different ways. It lists several methods the student can use, including an array, equal groups, repeated addition, jumps on a number line, or using the area of a rectangle. The teacher notes explain that students should be able to interpret the product of whole numbers and describe a context for the total number of objects.

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355 views2 pages

Howard County Math Task Guidelines

The document provides instructions for a student to show the multiplication equation 6 x 3 in two different ways. It lists several methods the student can use, including an array, equal groups, repeated addition, jumps on a number line, or using the area of a rectangle. The teacher notes explain that students should be able to interpret the product of whole numbers and describe a context for the total number of objects.

Uploaded by

api-458274046
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

Name3.OA.

Show 6 x 3 in 2 different ways. You can show it with an array, equal groups,
repeated addition, jumps on a number line, or with the area of a rectangle.

Name3.OA.1
Show 6 x 3 in 2 different ways. You can show it with an array, equal groups,
repeated addition, jumps on a number line, or with the area of a rectangle.

 Elementary Mathematics Office • Howard County Public School System • 2013-2014


Teacher notes:
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5
groups of 7 objects each. For example, describe a context in which a total number of objects can
be expressed as 5 × 7.

Students who demonstrate mastery can show the equation in two different ways.

Students who demonstrate partial mastery may show the same way twice.

Students who demonstrate partial mastery may also show the equation as a 3 x 6 instead of 6 x
3.

Not yet: Student shows evidence of Got It: Student essentially understands the
misunderstanding, incorrect concept or target concept.
procedure

0 Unsatisfactory: 1 Marginal: 2 Proficient: 3 Excellent:


Little Accomplishment Partial Substantial Full Accomplishment
Accomplishment Accomplishment
The task is attempted Strategy and
and some Part of the task is Student could work to execution meet the
mathematical effort is accomplished, but full accomplishment content, process, and
made. There may be there is lack of with minimal qualitative demands
fragments of evidence of feedback from of the task or
accomplishment but understanding or teacher. Errors are concept. Student can
little or no success. evidence of not minor. Teacher is communicate ideas.
Further teaching is understanding. confident that May have minor
required. Further teaching is understanding is errors that do not
required. adequate to impact the
accomplish the mathematics.
objective with minimal
assistance.
Adapted from Van de Walle, J. (2004) Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Pearson Education, 65

 Elementary Mathematics Office • Howard County Public School System • 2013-2014

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