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...

In this exercise, students practice arithmetic word problems with mass. Students receive immediate feedback and have the opportunity to get hints, watch a tutorial video, and try questions repeatedly. CCSS.Math.Content.3.MD.A.2 Measure...

In this exercise, students practice arithmetic word problems with volume. Students receive immediate feedback and have the opportunity to get hints and try questions repeatedly. CCSS.Math.Content.3.MD.A.2 Measure and estimate liquid...

The number line below shows two numbers, 0 and 1. Students find 1/4 on this 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 diagram

This task builds off of the skill of rounding to the nearest ten and hundred in third grade. Aligns with CCSS.Math.Content.3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

The purpose of this task is for students to practice rounding numbers to the nearest ten, connect the rules for rounding with location on the number line, and to introduce the idea of rounding to the nearest 100. Aligns with...

Students practicing dividing and application of division. Aligns with CCSS.Math.Content.3.OA.A.3 Use multiplication and division within 100 to solve word problems

The purpose of this task is to provide an opportunity for students to demonstrate that they can interpret within a given context the meaning of whole number quotients. Aligns with 3.OA.A.2. CCSS.Math.Content.3.OA.A.2 Interpret...

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...

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 first of these is a multiplication problem involving equal-sized groups. The next two reflect the two related division problems, How many groups? and How many in each group? CCSS.Math.Content.3.OA.A.3 Use multiplication and division...

The purpose of this task is for students to compare fractions using common numerators and common denominators and to recognize equivalent fractions. Aligns with CCSS.Math.Content.3.NF.A.3.a Understand two fractions as equivalent (equal)...

The purpose of this task is to assess students' understanding of multiplicative and additive reasoning. Aligns with CCSS.Math.Content.4.OA.A.1 Interpret a multiplication equation as a comparison

The purpose of this task is to foster a classroom discussion that will highlight the difference between multiplicative and additive reasoning. Aligns with CCSS.Math.Content.4.OA.A.1 Interpret a multiplication equation as a comparison