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This is a test I created for my 3rd graders. It tests students ability to create, recognize, and describe/explain fractions in pictorial and written form.

Test covers:

-Benchmark fractions

-Identifying fractions

-Basic fraction vocabulary (fraction, numerator, denominator, fraction bar, equivalent fractions)

-Drawing fractions

-Fractions on a number line

Question stems:

*Writing (students must write their own definition)

-Fraction

-Numerator

-Denominator

-equivalent fraction

-Explain why a picture is or is not a fraction

*Labeling

-students must label the parts of a fraction

*Draw basic fractions

*Identify basic fractions in picture and number line form

*Determine a fractions benchmark using a number line

Common Core Standards covered:

CCSS.MATH.CONTENT.3.NF.A.1

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

CCSS.MATH.CONTENT.3.NF.A.2

Understand a fraction as a number on the number line; represent fractions on a number line diagram.

CCSS.MATH.CONTENT.3.NF.A.2.A

Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

CCSS.MATH.CONTENT.3.NF.A.2.B

Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

CCSS.MATH.CONTENT.3.NF.A.3

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

CCSS.MATH.CONTENT.3.NF.A.3.A

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

Test covers:

-Benchmark fractions

-Identifying fractions

-Basic fraction vocabulary (fraction, numerator, denominator, fraction bar, equivalent fractions)

-Drawing fractions

-Fractions on a number line

Question stems:

*Writing (students must write their own definition)

-Fraction

-Numerator

-Denominator

-equivalent fraction

-Explain why a picture is or is not a fraction

*Labeling

-students must label the parts of a fraction

*Draw basic fractions

*Identify basic fractions in picture and number line form

*Determine a fractions benchmark using a number line

Common Core Standards covered:

CCSS.MATH.CONTENT.3.NF.A.1

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

CCSS.MATH.CONTENT.3.NF.A.2

Understand a fraction as a number on the number line; represent fractions on a number line diagram.

CCSS.MATH.CONTENT.3.NF.A.2.A

Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

CCSS.MATH.CONTENT.3.NF.A.2.B

Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

CCSS.MATH.CONTENT.3.NF.A.3

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

CCSS.MATH.CONTENT.3.NF.A.3.A

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

Total Pages

6 pages

Answer Key

Included

Teaching Duration

N/A

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