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Formative Instructional and Assessment Tasks Building a Deck3.NF.1 – Task 1

Domain Number and Operations - FractionsCluster Develop understanding of fractions as numbers.Standard(s) 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 size 1/b.

Materials paper, pencil, ruler, white board and dry-erase markers (optional), handout (optional)Task Read the following problem aloud to students: Mr. Rogers started building a deck on the

back of his house. So far, he finished ¼ of the deck. The fraction of the completed deck is below.

Draw 2 pictures of what the completed deck might look like. Use numbers and words to explain how you created your picture.

RubricLevel I Level II Level III

Limited Performance Student uses inappropriate

solution strategy and does not obtain the correct solution.

Not Yet Proficient Student may have correct

drawing but is unable to explain solution strategy. OR

Student has partially sufficient solution strategy, but was unable to generate a correct picture.

Proficient in Performance Student accurately draws an

image of the completed deck for both instances.

Student accurately explains his/her solution strategy.

Standards for Mathematical Practice1. Makes sense and perseveres in solving problems.2. Reasons abstractly and quantitatively.3. Constructs viable arguments and critiques the reasoning of others.4. Models with mathematics.5. Uses appropriate tools strategically.6. Attends to precision.7. Looks for and makes use of structure.8. Looks for and expresses regularity in repeated reasoning.

NC DEPARTMENT OF PUBLIC INSTRUCTION THIRD GRADE

Formative Instructional and Assessment TasksBuilding a Deck

Mr. Rogers started building a deck on the back of his house. So far, he finished ¼ of the deck. The fraction of the completed deck is below.

Draw 2 pictures of what the completed deck might look like. Use numbers and words to explain how you created your picture.


Formative Instructional and Assessment Tasks Rudy’s Rectangle

3.NF.1 – Task 2Domain Number and Operations - FractionsCluster Develop understanding of fractions as numbers.Standard(s) 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is


Materials Copies of Rudy’s Rectangle (one per student), pencils, scissors, rulersTask Distribute a copy of “Rudy’s Rectangle” to each student.

Read the following task aloud:Rudy was asked to partition a rectangle into thirds. His solution is below.

Did Rudy correctly partition the rectangle into thirds? Prove your answer using pictures, numbers, or words. You may cut the square into parts, if needed.




Not Yet Proficient Student may have correct

drawing but is unable to explain solution strategy. OR

Student has partially sufficient solution strategy, but was unable to generate a correct picture.

Proficient in Performance Student accurately draws an

image of the completed deck. Student accurately explains

his/her solution strategy.



Formative Instructional and Assessment Tasks

Rudy’s Rectangle

Rudy’s Rectangle


Formative Instructional and Assessment Tasks Making a Scarf3.NF.1 – Task 3

Domain Number and Operations - FractionsCluster Develop understanding of fractions as numbers.Standard(s) 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is


Materials paper, pencils, manipulatives, rulers (optional)Task Read: Martha is making a scarf for her sister. Each day she knits 1/6 of a scarf.

Ask: What fraction of the scarf will be complete after three days? What fraction of the scarf will be complete after six days? How can you use a number line to prove that your answers are correct?




Not Yet ProficientStudent does 1-2 of the following: Student identifies that 3/6 (or

1/2) of the scarf will be complete after three days.

Student identifies that 6/6 of the scarf will be complete after six days.

Student uses a number line to justify solutions.

Proficient in Performance Student identifies that 3/6 (or

1/2) of the scarf will be complete after three days.

Student identifies that 6/6 of the scarf will be complete after six days.

Student accurately uses a number line to justify solutions.



Formative Instructional and Assessment TasksMaking a Scarf

Martha is making a scarf for her sister. Each day she knits 1/6 of a scarf.

What fraction of the scarf will be complete after three days?

What fraction of the scarf will be complete after six days?

How can you use a number line to prove that your answers are correct?


Formative Instructional and Assessment TasksSelling Bubble Gum

3.NF.1 – Task 4Domain Number and Operations - FractionsCluster Develop understanding of fractions as numbers.Standard(s) 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is


Materials Selling Bubble Gum task, Bubble Gum Stick Template, scissors, pencils, paper, manipulatives (optional)

Task Part 1: Display Selling Bubble Gum task on the board. Give each student a copy of the Bubble Gum Stick Template, scissors, and paper. Read: Turner is selling giant sticks of bubble gum at the fair. Customers can buy

Turner’s bubble gum in the following lengths:

In order to quickly package and sell the bubble gum, Turner has asked you to create a chart showing the different bubble gum lengths.

If students need additional support, suggest that they use paper folding and cutting to determine each length.

Part 2: After students create their bubble gum charts, ask:

o How can you prove that each length is correct?o Which lengths were easiest to find? Why?o Which lengths were the trickiest to find? Why?




Not Yet ProficientStudent does 1-3 of the following: creates partially-accurate chart

showing lengths of bubble gum provides some explanation as to

why his/her lengths are correct states which lengths were

easiest and trickiest to find and provides some reasoning.

Proficient in Performance Student creates chart showing

accurate lengths of bubble gum. Student proves that lengths are

correct using objects, pictures, numbers, or words.

Student states which lengths were easiest and trickiest to find and provides reasoning.


Formative Instructional and Assessment TasksStandards for Mathematical Practice

1. Makes sense and perseveres in solving problems.2. Reasons abstractly and quantitatively.3. Constructs viable arguments and critiques the reasoning of others.4. Models with mathematics.5. Uses appropriate tools strategically.6. Attends to precision.7. Looks for and makes use of structure.8. Looks for and expresses regularity in repeated reasoning.


Formative Instructional and Assessment TasksSelling Bubble Gum

Turner is selling giant sticks of bubble gum at the fair. Customers can buy Turner’s bubble gum in the following lengths:

Bubble Gum Lengthswhole stick of bubble gum

1/2 stick of bubble gum1/3 stick of bubble gum1/4 stick of bubble gum1/6 stick of bubble gum1/8 stick of bubble gum

In order to quickly package and sell the bubble gum, Turner has asked you to create a chart showing the different bubble gum lengths.

After creating your chart, respond to each question:

1. How can you prove that each length is correct?

2. Which lengths were easiest to find? Why?

3. Which lengths were the trickiest to find? Why?


Formative Instructional and Assessment TasksBubble Gum Stick Template

(each gray rectangle represents one whole stick of gum)


Formative Instructional and Assessment TasksWalking Along the Pond

3.NF.2 – Task 1Domain Number and Operations - FractionsCluster Develop understanding of fractions as numbers.Standard(s) 3.NF.2 Understand a fraction as a number on the number line; represent fractions on a

number line diagram.3.NF.2a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.3.NF.2b Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

Materials Paper, pencil, ruler, white board and dry-erase markers (optional)Task Part 1:

Read the following problem aloud to students:Gloria is walking on a 1-mile trail along the side of a pond. At 1/6 of a mile, she stopped to take a picture of a turtle. Then, Gloria stopped again at 4/6 of a mile to take a picture of some tadpoles. At the end of the mile, Gloria took a picture of some fish. Use a number line to record Gloria’s walk, including the places that she stopped.

Part 2:Write a sentence to explain how you determined the location of each location.




Not Yet Proficient Student places some fractions

in the correct location, but does not have sound reasoning to prove the solution strategies.

Proficient in Performance Student accurately places all

fractions on the number line. Student correctly explains

why each fraction is placed in its correct location.



Formative Instructional and Assessment TasksWalking Along the Pond

Gloria is walking on a 1-mile trail along the side of a pond.

At 1/6 of a mile, she stopped to take a picture of a turtle. Then, Gloria stopped again at 4/6 of a mile to take a picture of some tadpoles. At the end of the mile, Gloria took a picture of some fish.

Use a number line to record Gloria’s walk, including the places that she stopped.

Write a sentence to explain how you determined the location of each location.


Formative Instructional and Assessment Tasks A Piece of Yarn

3.NF.2 and 3.NF.3 -Task 2Domain Number and Operations – FractionsCluster Develop understanding of fractions as numbers.Standard(s) 3.NF.2 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.

Materials Student activity sheet, paper, pencils, white boards and dry-erase markers (optional)Task Part 1: Suni was using the following yard stick to measure pieces of yarn for her art

project. This ruler shows how much yarn she cuts for each color. What fraction of a unit does she need of each color?Part 2: If the unit was divided into fourths, which colors of string could be measured in fourths? How many fourths is each of those colors? Explain your answer using pictures or words.Part 3: Are any of the colors equal to ½ of the unit? Write a sentence explaining your reasoning.


Limited Performance Incorrect answer and work

Not Yet Proficient Finds the correct answer, but

there may be inaccuracies or incomplete justification of solution OR

Uses partially correct work but does not have a correct solution

Proficient in Performance Accurately solves Part 1:

Blue: 1/8, Green: 4/8, Red 6/8.

Accurately solves Part 2: Green and Red can be measured in fourths. Green: 2/4. Red: 3/4.

Accurately solves Part 3: Green.

Writes clear and appropriate explanations.

*Level IV would be to include other equivalent fractions.



Formative Instructional and Assessment TasksA Piece of Yarn

Suni was using the following yard stick to measure pieces of yarn for her art project. This ruler shows how much yarn she cuts for each color.

What fraction of a unit does she need of each color?

If the unit was divided into fourths, which colors of string could be measured in fourths?

How many fourths is each of those colors? Explain your answer using pictures or words.

Are any of the colors equal to ½ of the unit? Write a sentence explaining your reasoning.


Formative Instructional and Assessment TasksSharing Licorice

3.NF.2 Task 3Domain Number and Operations - FractionsCluster Develop understanding of fractions as numbers.Standard(s) 3.NF.2 Understand a fraction as a number on the number line; represent fractions on a

number line diagram. 3.NF.2a Represent a fraction 1/b on a number line diagram by defining the interval

from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

3.NF.2a Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

Materials Sharing Licorice handouts, paper, pencils, rulersTask Part 1:

Distribute Sharing Licorice handouts. Draw students’ attention to the image of Gino’s licorice.

Read: Gino has 8/4 feet of licorice to share with his friends. He decides to give each friend 1/4 foot of licorice. Draw lines on Gino’s licorice to show where he should cut each 1/4 foot.

Part 2: Read: Explain how you decided where to draw lines on Gino’s licorice.





in the correct location, and partially explains why each fraction is placed in its location. or

Student places all fractions in the correct location, but does not have sound reasoning to prove his/her solution strategies.








Formative Instructional and Assessment TasksSharing Licorice

Gino has 8/4 feet of licorice to share with his friends. He decides to give each friend 1/4 foot of licorice. Draw lines on Gino’s licorice to show where he should cut each 1/4 foot.

Gino’s Licorice

0

Explain how you decided where to draw lines on Gino’s licorice.


84

Formative Instructional and Assessment TasksInventing a New Cereal Box

3.NF.2 Task 4Domain Number and Operations - FractionsCluster Develop understanding of fractions as numbers.Standard(s) 3.NF.2 Understand a fraction as a number on the number line; represent fractions on a

number line diagram. 3.NF.2a Represent a fraction 1/b on a number line diagram by defining the interval

from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

3.NF.2a Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

Materials Inventing a New Cereal Box handouts, paper, pencils, rulersTask Part 1:

Distribute Inventing a New Cereal Box handouts. Draw students’ attention to the image of the cereal box.

Read: Theresa invented a new see-through cereal box that helps people know see how much cereal they have. She wants to put a number line on the box so it’s easy to see the fraction of the box that is full. Theresa already marked that this box is 4/6 full. Help Theresa mark the following fractions on cereal box’s number line: 1/6, 2/6, 3/6, 5/6, 6/6.

Part 2: Read: Explain how you decided where to write each fraction on the number line.


Formative Instructional and Assessment TasksRubric

Level I Level II Level IIILimited Performance Student uses inappropriate



in the correct location, and partially explains why each fraction is placed in its location. or

Student places all fractions in the correct location, but does not have sound reasoning to prove his/her solution strategies.






Formative Instructional and Assessment TasksInventing a New Cereal Box


Explain how you decided where to write each fraction on the number line.

Theresa invented a new see-through cereal box that helps people see how much cereal they have. She wants to put a number line on the box so it’s easy to see the fraction of the box that is full. Theresa already marked that this box is 4/6 full. Help Theresa mark the following fractions on cereal box’s number line:

1 2 3 5 66 6 6 6 6

46

Sugar Flakes

Whole Grain Cereal 4646464646464646464646464646464646464646464646464646464646464646464646464646464646464646464646464646

Formative Instructional and Assessment Tasks All the Jumps3.NF.2 -Task 5

Domain Number and Operations – FractionsCluster Develop understanding of fractions as numbers.Standard(s) 3.NF.2 Understand a fraction as a number on the number line; represent fractions on a

number line diagram.Materials Task handout, paper, pencils, white boards and dry-erase markers (optional)Task Part 1: During recess, some students had a contest to see how far they could jump across

the hallway. Kayden jumped 3/6 way across, Darren jumped 4/6 of the way and Cameron jumped 6/6.Part 2: Which letter represents how far Kayden, Darren and Cameron jumped?Part 3: If you put Kayden and Darren’s jumps together, would it be more or less than Cameron’s jump?Part 4: Explain how you found your answer for each person and for part 3 with pictures, numbers or words.


Limited Performance Incorrect answer and work

Not Yet Proficient Finds the correct answer, but

there may be inaccuracies or incomplete justification of solution

OR Uses partially correct work

but does not have a correct solution

Proficient in Performance Accurately solves Part 2:

Kayden D, Darren is E, Cameron is G.

Accurately solves Part 3:Kayden and Darren’s jumps together are more than Cameron’s

Writes clear and appropriate explanations.

*Level IV would be to include other equivalent fractions.



Formative Instructional and Assessment TasksAll the Jumps

Part 1: During recess, some students had a contest to see how far they could jump across the hallway. Kayden jumped 3/6 way across, Darren jumped 4/6 of the way and Cameron jumped 6/6.

Part 2: Which letter represents how far Kayden, Darren, and Cameron jumped?

A B C D E F G

Explain how you found your answer for each person with pictures, numbers or words.

Part 3: If you put Kayden and Darren’s jumps together, would it be more or less than Cameron’s jump? Explain how you found your answer with pictures, numbers or words.


Formative Instructional and Assessment TasksSharing Pie

3.NF.a and 3.NF.b - Task 1Domain Number and Operations - FractionsCluster Develop understanding of fractions as numbers.Standard(s) 3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by

reasoning about their size.3.NF.3a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.3.NF.3b Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

Materials Paper, pencils, manipulatives, white boards, dry erase markers (optional)Task Mia and Jose decided to share a pie. Mia ate 1/3 of the pie, and Jose ate 2/6 of the pie.

Which friend ate more? Explain your solution using pictures, numbers, words, and/or a number line.



solution strategy and does not achieve the correct answer.

Not Yet Proficient Student finds the correct

answer, but there may be inaccuracies or incomplete justification of solution OR

Student uses partially correct strategy, but gets the wrong answer.

Proficient in Performance Student accurately solves

problem (Both friends ate the same amount.)

Student uses an appropriate picture, numbers, words, or number line to justify the solution.



http://www.corestandards.org/Math/Content/3/NF/A/3

Formative Instructional and Assessment TasksSharing Pie

Mia and Jose decided to share a pie. Mia ate 1/3 of the pie, and Jose ate 2/6 of the pie.

Which friend ate more? Explain your solution using pictures, numbers, words, and/or a number line.


Formative Instructional and Assessment TasksFractions on a Number Line

3.NF.3c - Task 2Domain Number and Operations - FractionsCluster Develop understanding of fractions as numbers.Standard(s) 3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by

reasoning about their size. 3.NF.3c Express whole numbers as fractions, and recognize fractions that are

equivalent to whole numbers. Examples: Express 3 in the form 3=3/1 ; recognize that 6/1=6 ; locate 4/4 and 1 at the same point of a number line diagram.

Materials Student number line (below), paper, pencilsTask Provide students with a number line (below).

Prompt students to place the following fractions on the number line.

1/4 1/2 2/1 4/4

Ask students to respond in writing: “How can you prove that your fractions were placed in the correct locations?”


Limited Performance Student does not achieve the

correct answer and uses inappropriate solution strategy.


in the correct location, but does not have sound reasoning to justify placement.



why each fraction is placed in its location. Student recognizes that 4/4 is equal to 1 and 2/1 is equal to 2.




Formative Instructional and Assessment TasksFractions on a Number Line

0 1 1 1 1 2

How can you prove that your fractions were placed in the correct locations?


1 2 3 1 2 34 4 4 4 4 4

Formative Instructional and Assessment TasksComparing Fractions

3.NF.3d – Task 3Domain Number and Operations - FractionsCluster Develop understanding of fractions as numbers.Standard(s) 3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by

reasoning about their size. 3.NF.3d Compare two fractions with the same numerator or the same denominator by

reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Materials Number line, fraction models, paper, pencilsTask Part I: Below are measurements of ribbon in feet. For each pair of ribbons, draw a picture

to determine which is longer?o Pair 1: 2/3 2/4o Pair 2: 2/6 4/6

Part II: Determine which fraction in each set is larger. Explain your reasoning using only words and numbers (without using models or number lines).

o Pair 3: 1/3 2/3o Pair 4: 3/6 3/4


Limited Performance Student does not achieve the

correct answer and uses inappropriate solution strategy.

Not Yet Proficient Student determines which

fractions are larger, but provides limited to no reasoning. OR

Student provides some sound reasoning, but is unable to determine which fractions are larger in each set.

Proficient in Performance Student accurately determines

which fraction in each set is larger:

o Set 1: 2/3o Set 2: 4/6o Set 3: 2/3o Set 4: 3/4

Student uses visual models or number lines to accurately explain which fractions in Sets 1-2 are larger.

Student uses sound reasoning to explain how the larger fractions in Sets 3-4 were determined (i.e., When looking at the fractions in Set 4, the student recognizes that there are three pieces in each fraction. Since fourths are larger than sixths, three fourths would be larger than three sixths.)






Formative Instructional and Assessment TasksComparing Fractions

Part I: Below are measurements of ribbon in feet. For each pair of ribbons, draw a picture to determine which is longer?

o Pair 1: 2/3 2/4o Pair 2: 2/6 4/6

Part II: Determine which fraction in each set is larger. Explain your reasoning using only words and numbers (without using models or number lines).

o Pair 3: 1/3 2/3o Pair 4: 3/6 3/4


Formative Instructional and Assessment TasksDistances Swam3.NF.3 - Task 4

Domain Number and Operations - FractionsCluster Develop understanding of fractions as numbers.Standard(s) 3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by

reasoning about their size. 3.NF.3a Understand two fractions as equivalent (equal) if they are the same size, or the

same point on a number line. 3.NF.3b Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3.

Explain why the fractions are equivalent, e.g., by using a visual fraction model. 3.NF.3c Express whole numbers as fractions, and recognize fractions that are

equivalent to whole numbers. Examples: Express 3 in the form 3=3/1; recognize that 6/1=6 ; locate 4/4 and 1 at the same point of a number line diagram.

3.NF.3d Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Materials Distance Swam chart (see attached), paper, pencils, fraction models, white boards, dry erase markers (optional)

Task Part 1:o Each member of the boys swim team swam for one minute. This chart shows

the distance each boy swam.

o Which boys swam the same amount? Prove your answer using at least two different representations (i.e., number line, fraction models, drawings, or words, or numbers).

o Between Brooks and Sean, who swam a longer distance? Write a sentence to explain how you know that you are correct.

Part 2:o Oh no! Juan Pablo’s distance was not recorded on the chart. He swam the

same amount as Brooks and has an 8 in his denominator.



Formative Instructional and Assessment TasksRubric

Level I Level II Level IIILimited Performance Student work is inaccurate,

incomplete, or off-task.

Not Yet Proficient Student does 1-3 of the

following:o Student identifies that

Drew swam the greatest distance.

o Student identifies that Chris and Michael swam the same amount and Zak and Sean swam the same amount.

o Student represents the solution in two different ways (i.e. fraction models, number line, drawings, words, or numbers).

o Student records two different fractions to represent the distance Juan Pablo swam (3/4, 4/8, or other equivalent fraction).

Proficient in Performance Student identifies that Chris

and Michael swam the same amount and Zak and Sean swam the same amount.

Student identifies that Brooks swam longer than Sean.

Student represents the solution in two different ways (i.e. fraction models, number line, drawings, words, or numbers).

Student records two different fractions to represent the distance Juan Pablo swam (6/8).

Student justifies why Juan Pablo’s distance can be recorded in more than one way.



Formative Instructional and Assessment TasksDistances Swam

Each member of the boys swim team swam for one minute. This chart shows the distance each boy swam.

Distances Swam by Boys Swim Team

Name Fraction of a Mile Swam

Chris 2/8Brooks 3/4Drew 7/8Zak 1/2Sean 3/6

Michael 1/4Juan Pablo

Which boys swam the same amount? Prove your answer using at least two different representations (i.e., number line, fraction models, drawings, or words, or numbers).

Between Brooks and Sean, who swam a longer distance? Write a sentence to explain how you know that you are correct.

Oh no! Juan Pablo’s distance was not recorded on the chart. He swam the same amount as Brooks and has an 8 in his denominator.


Formative Instructional and Assessment TasksPlacing Fractions

3.NF.3 Task 5Domain Number and Operations - FractionsCluster Develop understanding of fractions as numbers.Standard(s) 3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by





Materials Placing Fractions handout, pencils, fraction manipulativesTask Part 1:

Draw students’ attention to the number line on the Placing Fractions handout.

Read:o Billy, Ray, and Miley were writing fractions on this number line.

o Billy said that the value of the triangle on this number line is 1/2.o Ray said that Billy is wrong; the value of the triangle is 2/4.o Miley said that both boys’ answers are right.

o Explain who is correct using objects, pictures, numbers, or words.

Part 2: Draw students’ attention to the number line on the Placing Fractions handout. Read:

o Miley looked at the star on the number line, and said, “I can think of three different ways to write the value of the star.”

o How many different ways can you write the value of the star? Explain why your answers are correct using objects, pictures, numbers, or words.


Limited Performance Student is unable

complete either part of the task.

Students work is off-task or incomplete.

Not Yet ProficientStudent does one of the following: Student correctly completes

one part of the task. Student partially completes

both parts of the task.

Proficient in Performance Student identifies that the value of

the triangle could be written as 1/2 or 2/4, and explains that these are equivalent fractions.

Student identifies multiple ways to write the value of the the star (1, 1/1, 2/2, 4/4) and explains that these are all equivalent values.






Formative Instructional and Assessment TasksPlacing Fractions

Use this number line to answer each question.

1. Billy, Ray, and Miley were writing fractions on this number line. Billy said that the value of the triangle on this number line is 1/2. Ray said that Billy is wrong; the value of the triangle is 2/4. Miley said that both boys’ answers are right.

Explain who is correct using objects, pictures, numbers, or words.

2. Miley looked at the star on the number line, and said, “I can think of three different ways to write the value of the star.” How many different ways can you write the value of the star? Explain why your answers are correct using objects, pictures, numbers, or words.


Formative Instructional and Assessment TasksMeasuring Daily Rainfall

3.NF.3 Task 6Domain Number and Operations - FractionsCluster Develop understanding of fractions as numbers.Standard(s) 3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by





3.NF.3d Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Materials Measuring Daily Rainfall handouts, fraction manipulatives, pencils, paperTask Distribute Measuring Daily Rainfall handouts.

Read: Since the local weatherman predicted rain for the whole week, Ms. Moore’s class decided to measure the amount of daily rainfall. The chart below shows their data. Use this chart to answer each question.

Read each question aloud:o Did more rain fall on Sunday or Tuesday?o Which day had less rain: Monday or Wednesday?o Someone erased part of Friday’s measurement! If an equal amount of rain fell

on Thursday and Friday, what is Friday’s measurement? Prove that your answer is correct using objects, drawings, a number line, or words.

o What is another way to record the amount of rain that fell on Saturday? Use objects, drawings, a number line, or words to explain why you can represent this measurement in more than one way.





Limited Performance Student work is inaccurate,

incomplete, or off-task.

Not Yet ProficientStudent does 1-3 of the following: identifies that more rain fell

on Sunday identifies that less rain fell on

Wednesday determine that ½ inch of rain

fell on Friday and justifies solution

identifies a fraction or whole number equal to 4/4 and explains that any equivalent fraction can be used to name this amount.

Proficient in PerformanceStudent does all of the following: identifies that more rain fell

on Sunday identifies that less rain fell on

Wednesday determine that ½ inch of rain

fell on Friday and justifies solution

identifies a fraction or whole number equal to 4/4 and explains that any equivalent fraction can be used to name this amount.



Formative Instructional and Assessment TasksMeasuring Daily Rainfall

Since the local weatherman predicted rain for the whole week, Ms. Moore’s class decided to measure the amount of daily rainfall. The chart below shows their data. Use this chart to answer each question.

4. What is another way to record the amount of rain that fell on Saturday? Use objects, drawings, a number line, or words to explain why you can represent this measurement in more than one way.


1. Did more rain fall on Sunday or Tuesday?

2. Which day had less rain: Monday or Wednesday?

3. Someone erased part of Friday’s measurement! If an equal amount of rain fell on Thursday and Friday, what is Friday’s measurement? Prove that your answer is correct using objects, drawings, a number line, or words.

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3-5cctask.ncdpi.wikispaces.net3-5cctask.ncdpi.wikispaces.net/file/view/3.NF Tasks.docx... · Web view3.NF.1 Understand a fraction 1/ b as the quantity formed by 1 part when a whole