## 3rd Grade Formative Assessment Lessons

## Multiplication

This lesson is intended to evaluate the understanding of your students in multiplication and how well students are able to interpret various representations of multiplication facts. It will help you to identify students who have a lack of conceptual understanding of the properties of numbers, do not see connections from addition to multiplication, or have multiplication facts memorized, but lack conceptual understanding.

This lesson involves

This lesson involves a range of

This lesson involves

*mathematical content*in the standards from across the grades, with emphasis on:**Operations and Algebraic Thinking 3.OA: Represent and solve problems involving multiplication and division, multiply and divide within 100.**This lesson involves a range of

*Standards for Mathematical Practices,*with emphasis on:**1. Make sense of problems and persevere in solving them. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning**.## Representing Fractions on a Number Line

This lesson is intended to help you assess how well students are able to understand a fraction as the quantity formed by 1 part when a whole is partitioned into equal parts, represent a fraction on a number line diagram, understand two fractions are equivalent (equal) if they are the same point on a number line, and solve fraction word problems using the number line to represent solutions.

This lesson involves a range of

This lesson asks students to select and apply

This lesson involves a range of

*Standards for Mathematical Practices.*This lesson asks students to select and apply

*Standards for Mathematical Content*from across the grades, with the emphasis on:**Number and Operations – Fractions 3.NF (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) Develop understanding of fractions as numbers.****3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts: understand a fraction a/b as the quantity formed by a parts of 1/b.****3.NF.2a.b. Understand a fraction as a number on the number line; represent fractions on a number line diagram.****3. NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.**

## 3rd Grade Attributes of Shapes (NOV 2012)

This lesson unit is intended to help you assess how well students are able to:

• Identify defining attributes of shapes

• Think abstractly and concretely

• Defend mathematical decisions

• Identify defining attributes of shapes

• Think abstractly and concretely

• Defend mathematical decisions

**This lesson asks students to apply mathematical content from: 3.G – Reason with shapes and their attributes****This lesson involves a range of mathematical practices from the standards, withemphasis on:**

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others

6. Attend to precision

7. Look for and make use of structure

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others

6. Attend to precision

7. Look for and make use of structure

__Formative Assessment Lessons written by other organizations__

## Cookie Dough written by New York City Department of Education

This unit is designed to assess students’ understanding of multiplication and division and the relationship between these operations, as well as students’ ability to translate between different representations or models of these operations. The representations include symbolic, concrete, bar and area, number line, and contextual models of these number operations. The lesson design facilitates identification of students who have difficulty:

This lesson also relates to the following Mathematical Practices in the Common Core State Standards for Mathematics:

- recognizing multiplicative relationships and transitioning from additive to
- multiplicative solution strategies understanding and using the language of “equal groups of” and “equal
- parts of” to make sense of multiplication and division translating between models understanding the meanings of the words factor, multiple, product, and quotient

**3.OA Operations and Algebraic Thinking**domainThis lesson also relates to the following Mathematical Practices in the Common Core State Standards for Mathematics:

**1. Make sense of problems and persevere in solving them; 2. Reason abstractly and quantitatively; 3. Construct viable arguments and critique the reasoning of others; 4. Model with mathematics.**## City Farmers written by New York City Department of Education

In this unit students extend their knowledge about area defined as counting the same size squares in a rectilinear array partitioned into rows and columns. In this unit, students are introduced to the concept of unit-square as an area of measurement. Students then explore the concept of area using operations of both multiplication and addition in real-world problems and hands-on gardening activities.

Common Core Standards Addressed:

Common Core Standards Addressed:

**3.MD Geometric measurement: understand concepts of area and relate area to multiplication and to addition.****3.MD Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.**

**1. Make sense of problems and persevere in solving them; 3. Construct viable arguments and critique the reasoning of others; 4. Model with mathematics.**