Performance Task - 3rd Grade

Performance Task: Risky Collections Investigation Unit: 3

Common Core State Standards:

Number & Operations in Base Ten 3.NBT

Use place value understanding and properties of operations to perform multi-digit arithmetic.1

3.NBT.1. Use place value understanding to round whole numbers to the nearest 10 or 100.

3.NBT.2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Emphasized Standards for Mathematical Practice:

Make sense of Problems and Persevere in solving them

Construct viable arguments and critique the reasoning of others.

Model with mathematics

Materials/Technology:

discoveryeducation.com - search “Collecting Goose Barnacles” approximately 4 minutes long

Task Overview:

Students watch a video and read articles about dangerous collections, then use place value understanding to solve problems involving addition and subtraction. Students then create a postcard convincing their parents that their job choice is wise.

To introduce the task, have students watch the video of 2 fishermen who collect goose barnacles.

Next, give students handout 1: Dangerous Collections

REFERENCES:

Goose Barnacles:

http://www.rusticaltravel.com/undiscovered-spain-off-the-beaten-track/northern-spain/gooseneck-barnacles-and-fairground-octopus.html

King Crab: http://dsc.discovery.com/tv/deadliest-catch/

Honey: http://www.bbc.co.uk/news/13556336

American Alligator: http://www.history.com/shows/swamp-people

Student Handout #1

DANGEROUS COLLECTIONS

Havier and Anhel risk their lives to collect barnacles from the sea in Northern Spain. They can only collect these barnacles during low tides* in the winter months of December, January, February and March. They sell these for $200 per pound.

*Low tide occurs about 3-4 times per month.

Average collected per day: 5 pounds

Collecting King Crab is no easy job; in fact, the TV Series “Deadliest Catch” is based on this profession. Over 80% of these fisherman die from drowning or hypothermia (freezing to death). The fishermen also risk crippling injuries caused by working with heavy machinery and gear.

Working Season: 4 weeks

Average collected per day: 30 pounds

Reward: $30 per pound

Honey collecting in the Sundarbans (Bangladesh) is very dangerous work. Collectors face attack from Bengal Tigers, poisonous snakes and hungry crocodiles, not to mention the most aggressive bees in the country! These honey collectors risk all of this for $80 per pound of honey.

Working Season: 3 months

Average collected per day: 2 pounds

Reward: $80 per pound

American Alligator collecting is equally risky work. Miles from any hospital or doctor, these hunters not only risk being bitten by the alligators, but take their chances with drowning as well.

Working Season: 30 days

Average collected per day: 500 pounds

Reward: $10 per pound

Student Sheet

Task 1: Earning $1,000 On the first day, the collectors each want to earn $1,000. At noon, each collector has earned the following: Barnacles $600, King Crab $120, Honey $480, Alligator $690. Find out how much more money each collector will need to earn to make their goal of $1,000. Make sure to show all of your work (you may use the back of this page or more paper).

Barnacles:
King Crab:
Honey
Alligator:

Student Sheet

Task 2: A Bad Day

On their worst day ever, the collectors gathered only 2 pounds of product each. Did they make more than $500 altogether? Show how you know.

Task 3: Higher Prices

In 2008 prices for Alligator, King Crab, Honey, and Barnacles were higher.

King Crab $48 per pound Honey $9 per pound

Alligator $21 per pound Barnacles $212 per pound

Estimate the total amount earned if one pound of each product was collected (by rounding to the amounts above to the nearest ten.) Make sure to show all of your thinking!

Now estimate the total amount earned if one pound of each product was collected (by rounding to the amounts above to the nearest HUNDRED.) Make sure to show all of your thinking!

Which estimate is most accurate? How do you know?

Student Sheet

Task 4: Choose a job.

If you had to choose one of the risky collecting jobs on Handout #1, which would you choose? Using the template on handout 2, create a postcard to your parents (or another adult) that convinces them why this job is the best choice. You will need to compare the number of days worked, amount of money that can be made, as well as the risks involved.

To get ready to write your postcard, you will need to figure out the following:

How does the number of days worked in your job compare to the other jobs?

(There are 7 days in a week and about 30 days in a month).

My Job: The other jobs:

Student Sheet

How does the amount of money you can earn in your job compare to the other jobs?

My Job: The other jobs:

How do the risks in your job compare to the other jobs?

My Job: The other jobs:

Handout 2: Postcard

Dear ______I want to be a(n) ______Collector!
Picture of you doing this job: / In this section, convince your parents that the amount of money you can
earn in YOUR JOB is better than the other jobs:
In this section, convince your parents that the number of days you’ll need to work in YOUR JOB is better than the other jobs: / In this section, convince your parents that the risks in
YOUR JOB are worth it.
Rubric: / Strong Understanding / Developing Understanding / Minimal Understanding
Use place value understanding and properties of operations to perform multi-digit arithmetic.1
3.OA1. Use place value understanding to round whole numbers to the nearest 10 or 100.
3.OA.2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Standards of Student Practice i n Mathematics Proficiency Matrix

Students: / (I) = Initial / (IN) = Intermediate / (A) = Advanced
1a / Make sense of problems / Explain their thought processes in solving a problem one way. / Explain their thought processes in solving a problem and representing it i n several ways. / Discuss, explain, and demonstrate solving a problem with multiple representations and in multiple ways.
G E
1 b / Persevere in solving them / Stay with a challenging problem for more than one attempt. / Try several approaches in finding a solution, and only seek hints if stuck. / Struggle with various attempts over time, and learn from previous solution attempts
3a / Construct viable arguments / Explain their thinking for the
solution they found. / Explain their own thinking and
thinking of others with accurate vocabulary. / Justify and explain, with accurate language and vocabulary, why their solution is correct. G E
3 b / Critique the reasoning of others. (This portion of the standard can only be met if teachers ask students to critique another student’s postcard. / Understand and discuss other ideas and approaches. / Explain other students’ solutions and identify strengths and weaknesses of the solution. / Compare and contrast various
solution strategies and explain the reasoning of others. G E
4 / Model with Mathematics / Use models to represent and solve a problem, and translate the solution to mathematical symbols. / Use models and symbols to represent and solve a problem, and accurately explain the solution representation. / Use a variety of models, symbolic representations, and technology tools to demonstrate a solution to a problem. SS
6 / Attend to precision / Communicate their reasoning and solution to others. / Incorporate appropriate vocabulary and symbols in others. / Use appropriate symbols, vocabulary, and labeling to effectively communicate and exchange ideas.

This project was made possible through an MSP Grant. Thank you to the following educators for their hard work on this project: Heather Ladd, Olubusola Stackhouse, Heather Colberg Sonya Gregory, Amy LeHew and Drew Polly.