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3.NBT How Many Colored Pencils?

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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: There are 6 tables in Mrs. Potter's art classroom. There are 4 students sitting at each table. Each student has a box of 10 colored pencils. (A) How ma...

Material Type: Activity/Lab

Author: Illustrative Mathematics

3.NBT Rounding to the Nearest Ten and Hundred

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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: Plot 8, 32, and 79 on the number line. 1. Round each number to the nearest 10. How can you see this on the number line? 2. Round each number to the nea...

Material Type: Activity/Lab

Author: Illustrative Mathematics

3.MD, 3.G, 3.NF Halves, thirds, and sixths

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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: A small square is a square unit. What is the area of this rectangle? Explain. What fraction of the area of each rectangle is shaded blue? Name the frac...

Material Type: Activity/Lab

Author: Illustrative Mathematics

3.NF Comparing Fractions with the Same Denominator, Assessment Variation

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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...

Material Type: Activity/Lab

Author: Illustrative Mathematics

3.NF Comparing Fractions with the Same Numerators, Assessment Variation

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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...

Material Type: Activity/Lab

Author: Illustrative Mathematics

3.NF Find 1/4 Starting from 1, Assessment Version

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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...

Material Type: Activity/Lab

Author: Illustrative Mathematics

3.NF Find 1 Starting from 5/3, Assessment Variation

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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...

Material Type: Activity/Lab

Author: Illustrative Mathematics

3.NF Find 7/4 starting from 1, Assessment Variation

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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...

Material Type: Activity/Lab

Author: Illustrative Mathematics

3.NF Fraction Comparisons With Pictures, Assessment Variation

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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...

Material Type: Activity/Lab

Author: Illustrative Mathematics

3.NF Snow Day

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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...

Material Type: Activity/Lab

Author: Illustrative Mathematics

Comparing Fractions with a Different Whole

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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. This task is meant to generate classroom discussion related to comparing fractions. Particularly important is that students understand that when you compare fractions, you implicitly always have the same whole.

Material Type: Activity/Lab

Author: Illustrative Mathematics

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