Name: ______Date:______
An ant walked along a path and ate crumbs every 10 steps. The illustration below shows each step along the way and where he ended.
- On the illustration below, label the fraction of the ant’s path where he ate the 2nd crumb.
- At what fraction is the ant at the half-way point?
- Write a fraction that is equivalent to your answer for (#2).
- Circle whether the fraction is close to 0, ½, or 1.
1/8 Close to 0 Close to ½ Close to 1
7/8 Close to 0 Close to ½ Close to 1
3/8 Close to 0 Close to ½ Close to 1
- Tell how you found your answer for 3/8 above. It is the row with the .
- Jerry has a fruit roll that is 4 feet long.
Label the number line to show how Jerry might cut his fruit roll into pieces foot in length. Label every fraction on the number line, including renaming the wholes.
- Label each part of the rectangle with the correct fractional parts.
- Marcus also has a fruit roll up that he has divided into 6 equal pieces. Marcus and his 2 cousins each eat one piece. What fraction of the whole fruit roll is eaten? Draw and partition a fruit roll-up to show your thinking.
- One of Marcus’ cousins cut his third of a fruit roll into 2 equal parts. His cousin says that 1 third is the same as 2 sixths. Do you agree? Why or why not? Use pictures, words, and numbers to explain your answer.
Natalie folded 1 whole fraction strip as pictured below.
- How many equal parts did she divide the whole into?
- Label each equal part with a unit fraction.
- Write the fraction of the strip she shaded.
- Write the fraction of the strip she did not shade.
- The bakery had a chocolate cake and a vanilla cake that were exactly the same size. Mr. Chu bought 1/4 of the chocolate cake. Mrs. Ramirez bought 1/6 of the vanilla cake. Who bought a larger piece of cake? Explain your answer using words, pictures, and numbers.
- Natalie explained, “My drawing shows a picture of .” Kosmo says, “It looks like a picture of to me.” Show and explain how they could both be correct by choosing different wholes. Use words, pictures, and numbers.
- List at least 2 fractions in each box.
Fractions equivalent
to 1 whole / Fractions equivalent
to ½ / Two fractions that
are equivalent
- Compare the two fractions using the symbols <, >, or =. Then explain why using numbers, pictures, and or words below.
¾ ¼
______
- Write two sets of equivalent fractions.
_____=______=_____
- Explain how you could use the diagram below or words, pictures, and numbers to show someone how to find a fraction equal to
- Jerry and his son have the exact same granola bars. Jerry has eaten of his granola bar. His son has eaten of his. Who has eaten more? Explain your answer using words, pictures, and numbers.
Assessment Support: Guidance for Analyzing Unit 7 Assessment
Item(s) / Rationale: / Item analysis
3.NF.1
1 / This standard has no **“sub-standards” but is the foundation for fraction work. / Can the student recognize that the line is divided into sixths and accurately label the ants path
7 / Can the student correctly label 1/6 in each piece of the rectangle.
8 / Can the student accurately determine the equal parts of the fruit roll that was eaten.
10 / No explanation needed
11 / No explanation needed
12 & 13 / Can the student identify the shaded portions with a fraction
3.NF.2
2 / This standard is composed of two “sub-standards”. The idea of fractions as a quantity that can be expressed on a number line and how to translate a given quantity to a number line can be abstract for grade 3 students just making sense of the work. / Can the student identify 3/6 as the half-way point.
6 / Does the student realize that between 0 and 1 are three thirds and between 1 and 2 and so on? Students may need to be prompted to label fractions that are more than a whole also if language is an issue.
3.NF.3
3 / This standard is composed of 4 “substandards”. Equivalency is challenging for students and critical for future work with fractions in grades 4&5. It also includes comparing fractions by reasoning about their size. / Can the students generate an equivalent fraction for ½ *note reasoning is most likely in use if the child generates fractions within the domains required in grade 3. Student may be “following a rule” if they generate a fraction like 7/14. Teachers may want to investigate further to ensure that reasoning is taking place.
4 / Are students able to reason about the relative size of each fraction in relationship to benchmarks.
5 / Are students able to explain that 4/8 is ½ so 3/8 is less than ½ but only by 1/8. A student who insists that 3/8 is closer to 0 may be exercising a rounding “rule”. The rationale may be “because the 3/8 is less than ½ it cannot be close to ½”. This is an indication of a flaw in reasoning.
9 / Does the student know that cutting thirds into 2 pieces would result in sixth pieces?
14 / Does the student understand that a whole cut into 4 parts results in larger pieces than a whole cut into 6 parts?
15 / Can the student follow the reasoning of another student and distinguish between wholes?
16 / No explanation needed
17 / Can students use appropriate symbols to compare fractions and justify their thinking?
18 / Can students generate equivalent fractions? Pay close attention to the fractions that “most” of the students generate. This may be an indication that students need to refer to and discuss other fraction relationships within the expected domains for grade 3 fractions. (denominators of 2,3,4,6,8)
19 / Do students use the rectangle appropriately to show the relationship between thirds and sixths? Are they able to explain their thinking.
20 / Can students use appropriate symbols to compare fractions and justify their thinking?
Some items on this assessment were revised using Engage NY materials and Howard County Schools the Creative Commons License