G3 U6 Constructed Response
Name: ________________________________________ Date:_______________
Grade 3 Unit 6 Constructed Response Applying Fractions TASK 1: Understanding and Comparing the Whole (CCSS 3.NF.3 a; SMP 1, 4, 6, 7, 8) 1
1. Examine of each whole below: 8
a. After examining each whole, explain the similarities and differences you observe.
b. Based on your observations of the wholes, are the parts equal? Can the parts be compared? Explain your reasoning.
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Grade 3 Unit 6 Constructed Response Applying Fractions 2. a. Shade 1 fractional part of each whole below. Write the fraction that best represents each whole.
Fraction: _______________
Fraction: _______________
b. Are the parts you shaded equal? Explain your answer.
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Grade 3 Unit 6 Constructed Response Applying Fractions 3. Phoebe and Janine belong to a Chess Club with six members. This week, it is their turn to bring snacks for everyone. On Wednesday, Phoebe will bring a pack of 6 small ice cream cups to share with everyone. Later in the week, on Friday, Janine will bring a large gallon of ice cream to share with everyone. a. How can Phoebe and Janine share the ice cream equally with the other members of the Chess Club? Create an illustration to model your answer.
b. Who shared the largest amount of ice cream, Phoebe or Janine? Explain how you know your answer is correct. Justify your reasoning by referencing your illustration.
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Grade 3 Unit 6 Constructed Response Applying Fractions TASK 2: Expressing Whole Numbers as Fractions: Equivalent Fractions (CCSS: 3.NF.3 b, c ; SMP: 1, 2, 4, 5, 6, 7, 8)
4. a. Write the whole number and fraction for the set below:
Whole Number: __________ Fraction: __________ b. Construct a number line to represent the whole number determined above. Write this number as a whole number and fraction on your number line. Label each part of the number line with the correct fraction making up the whole.
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c. Draw a model that represents the fraction . 1
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Grade 3 Unit 6 Constructed Response Applying Fractions 5. Jason and Carl each bought the same kind of king-sized candy bar. Jason cut his candy bar into four equal pieces and Carl cut his candy bar into eight equal pieces. If Jason eats one of his four portions, how much of his own candy bar does Carl need to eat to equal the same amount? a. Before solving this problem, explain how you would create two number lines to represent this situation. What information is important to create each number line?
b. In the table below, create a number line to model your answer, and give the equivalent fraction. Number Line:
Equivalent Fraction: __________________
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Grade 3 Unit 6 Constructed Response Applying Fractions 6. Michelle and Amy each bought a pie from their local bakery. Michelle purchased a key lime pie and Amy purchased an apple pie. Both pies are the same size. Michelle’s pie is cut into sixths and Amy’s pie is cut into thirds. In order to try both of the pies, they agree to share an equal portion of pie with each other. a. Using this information, determine how they can share an equal amount of pie with each other. In the table below, create an illustration to model your answer and give the equivalent fraction of each pie portion they need to share. Illustration:
Equivalent Fraction: ____________________________ b. Explain how the illustration you created represents your answer.
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Grade 3 Unit 6 Constructed Response Applying Fractions TASK 3: Comparing Fractions (CCSS: 3.NF.3 d; SMP: 1, 2, 4, 6, 7, 8)
7. In the table below, compare each set of fractions, using >, , ,
Grade 3 Unit 6 Constructed Response Applying Fractions TASK 1: Understanding and Comparing the Whole (CCSS 3.NF.3 a; SMP 1, 4, 6, 7, 8) 1
1. Examine of each whole below: 8
a. After examining each whole, explain the similarities and differences you observe.
b. Based on your observations of the wholes, are the parts equal? Can the parts be compared? Explain your reasoning.
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Grade 3 Unit 6 Constructed Response Applying Fractions 2. a. Shade 1 fractional part of each whole below. Write the fraction that best represents each whole.
Fraction: _______________
Fraction: _______________
b. Are the parts you shaded equal? Explain your answer.
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Grade 3 Unit 6 Constructed Response Applying Fractions 3. Phoebe and Janine belong to a Chess Club with six members. This week, it is their turn to bring snacks for everyone. On Wednesday, Phoebe will bring a pack of 6 small ice cream cups to share with everyone. Later in the week, on Friday, Janine will bring a large gallon of ice cream to share with everyone. a. How can Phoebe and Janine share the ice cream equally with the other members of the Chess Club? Create an illustration to model your answer.
b. Who shared the largest amount of ice cream, Phoebe or Janine? Explain how you know your answer is correct. Justify your reasoning by referencing your illustration.
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Grade 3 Unit 6 Constructed Response Applying Fractions TASK 2: Expressing Whole Numbers as Fractions: Equivalent Fractions (CCSS: 3.NF.3 b, c ; SMP: 1, 2, 4, 5, 6, 7, 8)
4. a. Write the whole number and fraction for the set below:
Whole Number: __________ Fraction: __________ b. Construct a number line to represent the whole number determined above. Write this number as a whole number and fraction on your number line. Label each part of the number line with the correct fraction making up the whole.
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c. Draw a model that represents the fraction . 1
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Grade 3 Unit 6 Constructed Response Applying Fractions 5. Jason and Carl each bought the same kind of king-sized candy bar. Jason cut his candy bar into four equal pieces and Carl cut his candy bar into eight equal pieces. If Jason eats one of his four portions, how much of his own candy bar does Carl need to eat to equal the same amount? a. Before solving this problem, explain how you would create two number lines to represent this situation. What information is important to create each number line?
b. In the table below, create a number line to model your answer, and give the equivalent fraction. Number Line:
Equivalent Fraction: __________________
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Grade 3 Unit 6 Constructed Response Applying Fractions 6. Michelle and Amy each bought a pie from their local bakery. Michelle purchased a key lime pie and Amy purchased an apple pie. Both pies are the same size. Michelle’s pie is cut into sixths and Amy’s pie is cut into thirds. In order to try both of the pies, they agree to share an equal portion of pie with each other. a. Using this information, determine how they can share an equal amount of pie with each other. In the table below, create an illustration to model your answer and give the equivalent fraction of each pie portion they need to share. Illustration:
Equivalent Fraction: ____________________________ b. Explain how the illustration you created represents your answer.
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Grade 3 Unit 6 Constructed Response Applying Fractions TASK 3: Comparing Fractions (CCSS: 3.NF.3 d; SMP: 1, 2, 4, 6, 7, 8)
7. In the table below, compare each set of fractions, using >, , ,
