specific to a range of tasks from the unit. Teachers should give the task in advance of the delineated tasks and the teacher should use the information from the assessment task to differentiate the material to fit the needs of the students. The initial task should not be graded. It is to be used to guide instruction. Teachers are to use the following Formative Assessment Lessons (FALS) Chart to help them determine the areas of strengths and weaknesses of their students in particular areas within the unit. The chart lists each FAL to use for a specific task or task along with the content addresses. Formative Content Addressed Pacing Assessments (Use before and after these tasks) Attributes of Shapes Sorting and Classifying Move It Around FAL Shapes Based on Shape Sorter Common Attributes What Makes a Shape? Properties of Quadrilaterals Can You Find It? Score It! Geoboard Geometry Guru Quadrilateral Challenge Quadrilateral Riddles What Do You See? What’s The Connection? SCAFFOLDING TASK: SHOW WHAT YOU KNOW! In this task, students will draw pictures to show what they already know about the shapes that will be studying throughout this unit. MCC3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. STANDARDS FOR MATHEMATICAL PRACTICES (SMP) 1. Make 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. 6. Attend to precision.
specific to a range of tasks from the unit. Teachers should give the task in advance of the delineated tasks and the teacher should use the information from the assessment task to differentiate the material to fit the needs of the students. The initial task should not be graded. It is to be used to guide instruction. Teachers are to use the following Formative Assessment Lessons (FALS) Chart to help them determine the areas of strengths and weaknesses of their students in particular areas within the unit. The chart lists each FAL to use for a specific task or task along with the content addresses. Formative Assessments Content Addressed Pacing (Use before and after these tasks) Attributes of Shapes FAL Sorting and Classifying Shapes Based on Common Attributes Move It Around Shape Sorter What Makes a Shape? Properties of Quadrilaterals Can You Find It? Score It! Geoboard Geometry Guru Quadrilateral Challenge Quadrilateral Riddles What Do You See? What’s The Connection? SCAFFOLDING TASK: SHOW WHAT YOU KNOW! In this task, students will draw pictures to show what they already know about the shapes that will be studying throughout this unit. MCC3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. STANDARDS FOR MATHEMATICAL PRACTICES (SMP) 1. Make 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. 6. Attend to precision.
CCGPS_Math_3_Unit4Framework.docx