This task asks students to apply the concepts of multiples and common multiples in an abstract context. Aligns with 6.NS.B.4.

Students locate fractions greater than one on the number line. Aligns with 3.NF.A.2. or CCSS.Math.Content.3.NF.A.1 Standard 2. Understand a fraction as a number on the number line; represent fractions on a number line diagram....

The purpose of this task is to assess whether students understand fractions as being built from unit fractions and whether they can accurately locate fractions on the number line. Aligns with 3.NF.A.2/CCSS.Math.Content.3.NF.A.1 Standard...

Plot and spot fractions on the number line. Students receive immediate feedback and have the opportunity to try questions repeatedly, watch a video or receive hints. CCSS.Math.Content.3.NF.A.1 Standard 2. Understand a fraction as a...

Students find which number is closest to 1/2. Aligns with 3.NF.A.2/CCSS.Math.Content.3.NF.A.1 Standard 2. Understand a fraction as a number on the number line; represent fractions on a number line diagram.

Use unit fractions to think about the location of other fractions on the number line. Students receive immediate feedback and have the opportunity to try questions repeatedly, watch a video or receive hints. CCSS.Math.Content.3.NF.A.1...

Students find which is closer to 1 on the number line, 4/5 or 5/4. Aligns with 3.NF.A.2/CCSS.Math.Content.3.NF.A.1 Standard 2. Understand a fraction as a number on the number line; represent fractions on a number line diagram.

The purpose of this task is for students to solve problems involving the four operations and draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Aligns with 3.NBT.A.2;...

Locate 1 on a number line labeled with 0 and a unit fraction. Students receive immediate feedback and have the opportunity to try questions repeatedly, watch a video or receive hints. CCSS.Math.Content.3.NF.A.1 Standard 2. Understand a...

This task shows an equation that elicits key misconceptions around equations and division. Aligns with 3.OA.A.4 and CCSS.Math.Content.3.OA.A.4 Determine the unknown whole number in a multiplication or division

The purpose of this task is for students to measure lengths to the nearest eighth and quarter-inch and to record that information in a line plot. Aligns with 4.MD.B.4 and CCSS.Math.Content.3.MD.B.4 Generate measurement data by measuring...

Students explore different rounding scenarios. Aligns with CCSS.Math.Content.3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

This is a rectangle subdivision task; ideally instead of counting each square. students should break the letters into rectangles, multiply to find the areas, and add up the areas. Aligns with 3.MD.C: CCSS.Math.Content.3.MD.C.6 Measure...

This simple-looking problem reveals much about how well students understand unit fractions as well as representing fractions on a number line. Aligns with 3.NF.A.2/CCSS.Math.Content.3.NF.A.2.a Represent a fraction 1/b on a number line...

This task is about comparing two fractions with the same numerator or the same denominator by reasoning about their size, and understanding that such comparisons are valid only when the fractions refer to the same whole. Aligns with...

The goal is to look for structure and identify patterns in the multiplication table and then try to find the mathematical explanation for this. Aligns with CCSS.Math.Content.3.OA.D.9 Identify arithmetic patterns, and explain them using...

This task builds on that knowledge by asking them to study more carefully the make-a-ten strategy that they should already know and use intuitively. Aligns with CCSS.Math.Content.3.OA.D.9 Identify arithmetic patterns, and explain them...

The goal of this task is to help students understand the commutative property of addition by examining the addition facts for single digit numbers. Aligns with CCSS.Math.Content.3.OA.D.9 Identify arithmetic patterns, and explain them...

The purpose of this task is to study some patterns in a small addition table. Aligns with CCSS.Math.Content.3.OA.D.9 Identify arithmetic patterns, and explain them using properties of operations.

The purpose of this instructional task is for students to solve a two-step word problem and represent the unknown quantity with a variable. This task also addresses the concept of scarcity. Aligns with CCSS.Math.Content.3.OA.D.8 Solve...

This task uses language, half of the stamps, that students associate with multiplication by the fraction 1/2. Students will understand half of 120 to mean the number obtained by dividing 120 by 2. For students who are unfamiliar with...

In this exercise, students practice estimating mass. Students receive immediate feedback and have the opportunity to get step-by-step hints and try questions repeatedly. CCSS.Math.Content.3.MD.A.2 Measure and estimate liquid volumes and...

Students find 7/4 starting from 1. Aligns with 3.NF.A.2; CCSS.Math.Content.3.NF.A.2.a Represent a fraction 1/b on a number line diagram

This task is meant to address a common error that students make, namely, that they represent fractions with different wholes when they need to compare them. Aligns with CCSS.Math.Content.3.NF.A.3.d Compare two fractions with the same...