Find 1 Starting from 5/3, Assessment Variation

Take two steps back. Given 5/3 on a number line, the task asks pupils to determine where one goes. The activity is the most demanding in cognitive complexity of three tasks dealing with the placement of fractions on a number line.

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CCSS: Designed
Instructional Ideas

  • Lead a discussion on different approaches
  • Provide individuals with multiple number lines that have different tick marks
Classroom Considerations

  • The class should have an understanding of numbers on a number line

  • Provides a description of the purpose of the task
  • Includes a description of how the task highlights math practices

  • Links to other tasks do not work
Common Core