TanyaStage2

=Stage 2 Determine Acceptable Evidence.=


 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * **Goal:** You are the owner of MN Flooring located in Bethel, Maine. You have been approached by a retired family who lives in Florida in the winter and Bryant Pond in the summer. They are looking to replace the flooring in two of the bedrooms and the hallway in their Bryant Pond home. They would like you to prepare a presentation displaying the cost of the current project.


 * Role:** You are the owner of MN Flooring.


 * Audience:** Your target audience is the Walker family who lives in Florida in the winter and Bryant Pond in the summer.


 * Situation:** You have a big job ahead of you. The Walker Family has told you they want to replace the flooring in two of their bedrooms and in their hallway. They have given you the dimensions of their two bedrooms and hallway. They have also said that they want to keep the budget under $3500 for the total project. Your job is to determine the total square footage (area) of the three rooms, research different flooring options, and present your ideas to the Walker family. You need to consider things like the total area that will be covered by new flooring, the cost of the flooring, and the labor costs involved in the project.

__**Product/Presentation:**__ You need to develop a visual and oral presentation that will be presented to the Walker family.

__**Standards (criteria from both rubrics):**__

Product: //Required Elements, Content - Accuracy, Grammar, Mechanics, Attractiveness, Use of Class Time//

Presentation: //Volume, Posture and Eye Contact, Content, Enthusiasm, Prepardness, Speaks Clearly// ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • __Pages:__ Students will use the shape creator in pages to model/identify multiplication and division facts, including the creation of arrays.

• __Comic Life__: Students will use the Comic Life software to tell a story of a multiplication and division fact family.

• __Blogspot:__ Students will create their own multiplication word problem and post their problem on Blogspot. From there, other members of the class will access and solve the problem, then comment on what strategy they used to solve the problem.

• __Venn Diagram__ (http://www.readwritethink.org/classroom-resources/student-interactives/venn-diagram-circles-30006.html): Students will use the Venn Diagram creator provided by Read, Write, Think to compare and contrast the differences between multiplication and division.

• __Acrostic Poem__ (http://www.readwritethink.org/files/resources/interactives/acrostic/): Students will use the Acrostic Poem creator provided by Read, Write, Think to create a poem describing how their number affects other numbers in terms of multiplication and division.

• __Sharing Strategies through the Tanberg:__ Students will first create a poster using Glogster to illustrate what strategy works best for them in solving multiplication and division facts. Then, they will share their strategies with other third graders through the Tanberg System. ||
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • Pre-Assessment: Wall Wisher K-W-L (Start: K-W)

• Checking for Understanding: Exit slips, feedback loop, teacher observation, thumbs up/thumbs down, think-pair-share, questions w/ responses on white boards.

• Timely Feedback: Quick Quizzes with Peer Evaluation, Teacher Conference, IXL Practice, Checklist

• Reflection: Wall Wisher K-W-L (Finish: L) || =Assessment Task Blue Print=

//**What understandings/goals will be assessed through this task?**// **(G)**
 * Understanding || Goal (Common Core State Standards) ||
 * ====== • multiplication and division are related through predictable patterns and once the pattern is learned it won't vary. ======

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• the patterns that are apparent in multiplication and division can be applied to solve more complex multiplication problems. ====== || 3.OA.1. Interpret products of whole numbers, e.g., interpret 5 x 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 at 5x7.//

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3.OA.3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. ======

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3.OA.7. Fluently multiply and divide within 100, using strategies such as relationships between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. ======

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3.OA.8. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. ======

3.NBT.3. Multiply one-digit whole numbers by multiplies of 10 in the range 10-90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations.
3.MD.7. Relate area to the operations of multiplication and division. a. Find the area of a rectangle with whole-number sides lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. c. Use tiling to show in concrete case that the area of a rectangle with whole-number side lengths // a // and // b + c // is the sum of // a x b // and // a x c. // Use area models to represent the distributive property in mathematical reasoning. d. 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 world problems. ||

What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
 * Big Idea || Big Idea ||
 * • Patterns || • Predictability ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * As the owner of MN Flooring company you have the opportunity to land a new job installing flooring for the Walker family. You also have the opportunity to truly transform the business that you own by preparing an appealing presentation that could lure other potential customers to your business. Your phone conversation with Mr. Walker consists of lots of information, including details about the dimensions of the three areas he wants covered, the fact that he would like the same hardwood flooring installed in all three areas, as well as information about his desire to remain under a $3500 budget. During your conversation, you assure Mr. Walker that you are the man for the job, that you will have the presentation ready for him within a week and that you hope to schedule an online meeting where you can discuss his options. You tell Mr. Walker that you will call him when the presentation is finished to schedule a meeting.

As you hang up the phone you immediately record Mr. Walker's desires on your notepad and grab your laptop to begin research. You have lots of thoughts running through your mind including what Mr. Walker's options are, where you will gather your materials from, and how you are going to convince him to sign a contract with your business through an online presentation. You realize how important this job is for your company and hope that your hard work and effort will pay off and land you this job. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * Type II Product || Type of Presentation ||
 * • Glogster Poster || • Oral Presentation explaining advertisement via Skype ||

//**By what criteria will student products/performances be evaluated?**// • Content - Accuracy • Grammar • Mechanics • Attractiveness • Use of Class Time || • Volume • Posture and Eye Contact • Content • Enthusiasm • Prepardness • Speaks Clearly ||
 * Product Criteria || Presentation Criteria ||
 * • Required Elements
 * 2004 ASCD and Grant Wiggins and Jay McTighe**