First Week Performance Tasks

Grade 3 
First Week Tasks: Administration Overview

 

Purpose

These tasks are intended to

  • Mathengage students in collaborative problem solving starting Day 2 of school.
  • provide community building opportunities as students work together to solve math problems.
  • jump start students' mathematical brains after a long summer break.
  • support access and equity by providing opportunities for students to conjecture, justify, and build on one another's ideas in ways that contribute to their capacity and willingness to engage mathematically (agency).
  • replace a written diagnostic, individual math test with a tool for observation that examines mathematical behaviors with previously taught concepts.  Teachers should use the following sources for information on their math students: information from previous year teachers, formal assessment data (MAP, PARCC), observations during the First Week Tasks, classroom performance during the first 3-4 weeks of math class, Number Readiness assessment (if needed).  NOTE: There is no census assessment recommended or provided by the Elementary Mathematics Office.

 

Implementing the Tasks

  • There are a total of 7 First Week Tasks available for implementation: 2 tasks from Jo Boaler’s youcubed website (promote growth mindset) and 5 tasks provided by HCPSS (content/grade specific).  
  • Teams should choose a minimum of 4 of the 7 tasks to implement starting the 2nd day of school.  Teams can choose to have each teacher teach all tasks, each teacher only teach one task with rotation of students, or any combination the team determines.
  • Teams may decide to administer the tasks in homeroom OR in the math classes determined by the prior year's teachers. The content of the tasks is predominately from the previous grade level, however there are enrichment options included in the lessons.  The content also represents a major idea from the previous grade level. If your team decides to administer tasks in "math classes", the above grade level teacher may use the tasks from the next grade level up.  **Be aware: this should be a school-wide decision since it may result in students seeing the same task two years in a row if this is not a consistent decision across the school.**
  • Teachers should choose how to group students when solving the task: pairs, triads or groups of four. Heterogeneous grouping is recommended.  However, groups can be rearranged as needed so that they function more smoothly.
  • Teachers should use the slide deck and notes from the slide deck to guide instruction.  It is recommended that all students start with the first task in the slide deck.  Teachers may then use the additional and enrichment slides as they determine to be appropriate.  Teachers can provide scaffolding and assistance to students as needed.  Intense support should be noted on the data collection form (see below).

 

Lesson Options are as Follows:

Option 1

Go over team expectations/procedures for math class.  i.e. how students enter, supplies needed, what they do when they enter the room etc.

Tell the students that many times in math class they will be expected to work in groups to solve problems.  As a class, brainstorm appropriate ways to work in groups.  Create a class chart. Tell the students this will be part of a team expectation for group work.

Brains Grow and Change Links to an external site. - video (You Cubed)

How Close to 25 Links to an external site. - task (You Cubed)

Option 2

Review team expectations and how to work in groups.

Believe In Yourself - Links to an external site. video (You Cubed)

Emoji Graphs Links to an external site. - task (You Cubed)

Emoji Graphs Links to an external site. - task (You Cubed) - more challenging

Discuss with the students how we use manipulatives during math:  tool vs. toy. Create a class chart with the appropriate ways to use math manipulatives.

Option 3

Number Routine: Close, Far, In Between- use numbers 123, 95, 48 (PPT here for routine) Links to an external site.

Task: Nickel Patterns Links to an external site. (2.NBT.2)

Closure: Teacher makes Standards for Mathematical Practices posters visible and facilitates Name That Practice

Option 4

Number Routine: Close, Far, In Between- use numbers 252, 135, and 208 (PPT here for routine) Links to an external site.

Task: Base 10 Pick Up Links to an external site. (2.NBT.3)

Closure: Teacher makes Standards for Mathematical Practices posters visible and facilitates Name That Practice

Option 5

Number Routine: Close, Far, In Between- use numbers 498, 472, 519 (PPT here for routine) Links to an external site.

Task: Kangaroo Jumps Links to an external site. (2.MD.5)

Closure: Teacher makes Standards for Mathematical Practices posters visible and facilitates Name That Practice

Option 6

Number Routine: Close, Far, In Between- use numbers 942, 625, 859 (PPT here for routine) Links to an external site.

Task: Buying a Bike Links to an external site. (2.OA.1)

Closure: Teacher makes Standards for Mathematical Practices posters visible and facilitates Name That Practice

Option 7

Number Routine: Close, Far, In Between- use numbers 187, 153, 219 (PPT here for routine) Links to an external site.

Task: Where Do the Dots Go? Links to an external site. (2.OA.2)

Closure: Teacher makes Standards for Mathematical Practices posters visible and facilitates Name That Practice

 

*If you want more lessons and ideas about mathematical mindset go to https://www.youcubed.org/ Links to an external site.  and sign up for a free account.  There are more lessons and resources that promote growth mindset in mathematics.

 

Teacher's Role-- Observation/Data Collection

As students work, teacher should make observations and take notes using this simple Download data collection tool

.   Notes are not required for all students.  We recommend collecting evidence on Students Who are New to the School, Students Who are Struggling, and Students Who Excel.  These are the categories represented on the Download data collection tool.