online actions in writing duval
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Online Actions in Writing3rd Grade Problem Solving Tasks
Dayana DuvalLAE6315
Dr. Christine Joseph
ScienceJohn and Mary are looking up at the night sky. Explain how using a telescope
would affect the way they see stars.
SC.3.E.5.5 Investigate that the number of stars that can be seen through telescopes is dramatically greater than those seen by the unaided eye.
Writing in Science
Points Earned Points Possible
Restate Question/Intro
1
Answer Question 1
Include Two Details 2
Sentence Structure/ Grammar
1
Total Points 5
Science Mitch read that rubbing skin on skin creates more friction than rubbing skin on paper.
Explain how he could best test this.
SC.3.P.11.2 - Investigate, observe, and explain that heat is produced when one object rubs against another, such as rubbing one's hands together.
Writing in Science
Points Earned Points Possible
Restate Question/Intro
1
Answer Question 1
Include Two Details 2
Sentence Structure/ Grammar
1
Total Points 5
Science Water, like other substances can change
states. Describe the changes water undergoes as it changes through the three
states of matter.
Writing in Science
Points Earned Points Possible
Restate Question/Intro
1
Answer Question 1
Include Two Details 2
Sentence Structure/ Grammar
1
Total Points 5
SC.3.P.9.1Describe the changes water undergoes when it changes state through heating and cooling by using familiar scientific terms such as melting, freezing, boiling, evaporation, and condensation.
Science There is a row of trees along the edge of a lake. During the day, Jorge can see images of the trees on the surface of the lake. Describe what is happening and explain how this is possible.
Writing in Science
Points Earned Points Possible
Restate Question/Intro
1
Answer Question 1
Include Two Details 2
Sentence Structure/ Grammar
1
Total Points 5
SC.3.P.10.4 Demonstrate that light can be reflected, refracted, and absorbed.
Science List and describe the structures of this plant.
Describe and explain their functions.
SC.3.L.14.1 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.
Writing in Science
Points Earned Points Possible
Restate Question/Intro
1
Answer Question 1
Include Two Details 2
Sentence Structure/ Grammar
1
Total Points 5
MathMrs. Joseph’s class wanted to find the area of the butterfly garden at school. A diagram of the garden is shown below.
Explain how to find the area of the garden.
8 Feet
6 Feet
Writing in Math
Points Earned
Points Possible
Points from Math Content Rubric
10
Restate Question/Intro
1
Examples/ Steps Written in Logical Order
2
Sentence StructureGrammar/Spelling
1
1
Total Points 15
MAFS.3.MD.3.7Relate area to the operations of multiplication and addition.
MAFS.3.MD.3.7 Content Rubric
0-5 PointsGetting Started
6-7 pointsMoving Forward
8-9 PointsAlmost There
10 PointsGot It
The student attempts to draw a grid on the rectangle to form unit squares but draws the wrong number of squares or draws squares of different sizes. The student finds the perimeter instead of the area.
The student draws a grid on the rectangle forming unit squares and then counts the number of unit squares or skip-counts to find the area. When asked if the student could use multiplication to find the area, the student says no or is unable to determine how multiplication might be used.
The student counts by eights as a strategy for multiplying 8x6 but says the area is 46.
The student uses multiplication to find the area of the rectangle and explains the product represents the number of unit squares it would take to tile the rectangles with no gaps or overlaps.
Math Use appropriate mathematics vocabulary to identify and describe
the following shapes according to their attributes. Think about what these shapes have in common and explain how they can be
classified.
MAFS.3.G.1.1Understand 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.
Shape AShape B
Shape C
Writing in Math
Points Earned Points Possible
Points from Math Content Rubric
10
Restate Question/Intro
1
Examples/ Steps Written in Logical Order
2
Sentence Structure
Grammar/Spelling
1
1
Total Points 15
MAFS.3.G.1.1 Rubric 0-5 Points
Getting Started
6-7 pointsMoving Forward
8-9 PointsAlmost There
10 PointsGot It
The language used to describe the shapes is general and not mathematically accurate. The student says, “they all have sides,” “they all are shapes,” or “they all have corners.”
The student describes specific shared attributes using appropriate mathematical vocabulary, but is unable to determine any larger category to which the shapes belong (i.e., quadrilaterals, polygons, two-dimensional figures).
The student is unable to classify all the shapes as quadrilaterals even after prompting with non-examples. The student can only describe the shapes as two-dimensional or as polygons and even after prompting does not know the term “quadrilateral” to describe these three shapes. The student correctly names each shape, tells what the shapes have in common (four sides, four vertices) but does not know the term quadrilateral, which can be used to describe all three shapes.
The student correctly names each shape, describes specific shared attributes using appropriate mathematical vocabulary, and describes all three shapes as quadrilaterals, with little to no prompting.
Math Kai ran for 38 minutes. When she was done she looked at her watch and it read 10:51 a.m.. At what time did Kai start running? Explain how you got your answer.
Writing in Math
Points Earned Points Possible
Points from Math Content Rubric
10
Restate Question/Intro
1
Examples/ Steps Written in Logical Order
2
Sentence Structure
Grammar/Spelling
1
1
Total Points 15
MAFS.3.MD.1.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
MAFS.3.MD.1.1 Content Rubric
0-5 PointsGetting Started
6-7 pointsMoving Forward
8-9 PointsAlmost There
10 PointsGot It
The student attempts to add the elapsed minutes to the finish time given.
The student has an effective strategy for solving the problem, and attempts to count back to find the starting time but makes significant errors and gets lost in his or her strategy.
The student makes a computational error such as subtracting 38 from 51 and getting 23 instead of 13. The student says that Kai started running at 9:13 a.m. instead of 10:13 a.m.
The student correctly subtracts 38 minutes from 51 minutes, getting a final answer of 10:13 a.m.
Math Amanda ate ¾ of cake A and Tanya ate ¼ of cake
B. Who ate more cake? Explain your answer.
MAFS.3.NF.1.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
Cake ACake
B
Writing in Math
Points Earned Points Possible
Points from Math Content Rubric
10
Restate Question/Intro
1
Examples/ Steps Written in Logical Order
2
Sentence Structure
Grammar/Spelling
1
1
Total Points 15
MAFS.3.NF.1.3 Content Rubric
0-5 PointsGetting Started
6-7 pointsMoving Forward
8-9 PointsAlmost There
10 PointsGot It
The student says Amanda ate three pieces and Tanya ate only one piece so Amanda ate more. The student says that ¾ of cake A is greater than ¼ of cake B since ¾ is greater than ¼ .
The student partitions the two cakes into fourths, shades three of the fourths for cake A and one of the fourths for cake B, but still concludes that ¾ is greater than ¼ .
The student partitions the two cakes into fourths, shades three of the fourths for cake A and one of the fourths for cake B, and concludes that ¼ of cake A is greater than ¾ of cake B. But, the student is unable to explain that in order to compare two fractions, you have to know something about the wholes to which the fractions refer.
The student may partition the two cakes into fourths, shade three of the fourths for cake A and one of the fourths for cake B, and conclude that ¼ of cake A is greater than ¾ of cake B. Whether the student actually partitions the cakes or not, the student explains that, since cake A is much smaller than cake B, that ¾ of cake A is less than ¼ of cake B. The student is able to conclude that in order to compare two fractions, he or she must know something about the whole(s) to which the fractions refer.
Math Damian bought 2 books at the Book Fair for $4.00 each. He paid the cashier with a $20 bill. How much
change will Damian get after paying for the books? Explain all the steps involved in solving this problem. Write an equation that matches the problem.
MAFS.3.OA.4.8 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.
Writing in Math
Points Earned Points Possible
Points from Math Content Rubric
10
Restate Question/Intro
1
Examples/ Steps Written in Logical Order
2
Sentence Structure
Grammar/Spelling
1
1
Total Points 15
MAFS.3.OA.4.8 Content Rubric
0-5 PointsGetting Started
6-7 pointsMoving Forward
8-9 PointsAlmost There
10 PointsGot It
The student subtracts $4.00 from $20.00 and says that the books cost $16 or that Damian will receive $16 in change. The student multiplies $4 by 2 and says that the books cost $8 but fails to subtract this from $20.
The student uses the numbers presented in the problem and writes an equation, but the equation does not match the word problem (e.g., the student writes (4 x 2) – 20 = 12).
The student correctly solves the problem, getting $12 as the solution, and writes an appropriate equation (i.e., 20 – (4 x 2) = 12 or 4 x 2 = 8 and 20 – 8 = 12) but when asked how he or she knows that the answer should be less than 20, the student is unable to explain his or her reasoning.
The student correctly solves the problem, getting $12 as the solution, and writes an appropriate equation (e.g., 20 – (4 x 2) = 12 or 4 x 2 = 8 and 20 – 8 = 12). When asked how he or she knows the answer should be less than 20, the student is able to clearly explain that if you pay with $20, you must get less back as change.