This task gives students the opportunity to reason about equivalent fractions. Students use images to develop an accurate claim and describe their thinking through reasoning.
A math task on Sub Claim C: Concrete Referents. Students are using a provided image to compare fractions of the same sized whole and then compare. Students explain how they know which fraction is the greatest.
This task provides students practice with flawed reasoning using fraction comparisons.
This flawed reasoning task provides practice for students to understand the size of the wholes must be equal in order to compare fractions.
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Choose each statement that is true. $\frac34$ is greater than $\frac54$. $\frac54$ is greater than $\frac34$. $\frac34 \gt \frac54$. $\frac34 \lt \frac...
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Choose each statement that is true. $\frac98$ is greater than $\frac{9}{4}$. $\frac{9}{4}$ is greater than $\frac98$. $\frac98 \gt \frac{9}{4}$. $\frac...
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: The number line below shows two numbers, 0 and 1. Where is $\frac14$ on this number line? http://www.youtube.com/watch?v=HJ0LDgxVGfU...
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: The number line below shows two numbers, 0 and $\frac53$. Where is 1 on this number line? http://www.youtube.com/watch?v=wAXRjMUgiu4...
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: The number line below shows two numbers, 0 and 1. Where is $\frac74$ on this number line? http://www.youtube.com/watch?v=TEzH_PbHZIw...
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Who correctly compares the numbers 2/3 and 2/5? Ben said that 2/3 is greater than 2/5. Lee said that 2/3 is equal to 2/5. Mia said that 2/3 is less tha...
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Alec and Felix are brothers who go to different schools. The school day is just as long at Felix' school as at Alec's school. At Felix' school, there a...
This task provides practice with flawed reasoning with the distributive property.
This task provides students the opportunity to identify a mistake in reasoning related to the relationship between multiplication and division.
Flawed Reasoning Task for Grade 3
This task provides students practice with modeling.
This task provides students practice with modeling.
This task provides students with practice modeling.
This chain of reasoning task address 3.OA.8
This task has student solve a two step word problem involving addition and division. Students identify flawed reasoning and provide a correct answer and explanation.
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Tehya and Kenneth are trying to figure out which number could be placed in the box to make this equation true. Tehya insists that 12 is the only number...