<p> Formative Instructional and Assessment Tasks</p><p>Placing Fractions 3.NF.3 Task 5 Domain Number and Operations - Fractions Cluster 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. Materials Placing Fractions handout, pencils, fraction manipulatives Task Part 1:  Draw students’ attention to the number line on the Placing Fractions handout.</p><p> 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.</p><p>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. Rubric Level I Level II Level III Limited Performance Not Yet Proficient Proficient in Performance  Student is unable Student does one of the  Student identifies that the value of complete either part of the following: the triangle could be written as 1/2 task.  Student correctly completes or 2/4, and explains that these are  Students work is off-task one part of the task. equivalent fractions. or incomplete.  Student partially completes  Student identifies multiple ways to both parts of the task. write the value of the the star (1, 1/1, 2/2, 4/4) and explains that these</p><p>NC DEPARTMENT OF PUBLIC INSTRUCTION THIRD GRADE Formative Instructional and Assessment Tasks are all equivalent values.</p><p>Standards 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.</p><p>NC DEPARTMENT OF PUBLIC INSTRUCTION THIRD GRADE Formative Instructional and Assessment Tasks Placing Fractions</p><p>Use this number line to answer each question.</p><p>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. </p><p>Explain who is correct using objects, pictures, numbers, or words.</p><p>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.</p><p>NC DEPARTMENT OF PUBLIC INSTRUCTION THIRD GRADE</p>