Number & Operations (fractions & fraction equivalents) Teacher Information. . . Grade 3 MATH: Oregon Department of Education Standards for Practice or Progress Monitoring. This booklet will focus on ONLY the items in Bold Black [3.1.3] . Number & Operations (fractions & fraction equivalents) 3.1.3 Use Fractions to represent numbers that are equal to, less than, or greater than one. Book #2 Teachers: To assure that the above standards are understood, always remind, ask and show your students: Denominators tell the total number of equal pieces in the whole. Numerators tell how many equal pieces are in the whole. What do you call the numbers you find between whole numbers? How can you represent (show) them? Current Standards: This booklet will focus ONLY on the items in Bold Black [3.1.3] in the table below. Computation & Estimation (CE) / Number Operations 3.1 Most questions for grade 3 OAKS in Numbers & Operations (fractions & fraction equivalents) ask students to show how; what fraction is shaded, locating whole numbers and common fractions on a number line and ordering fractions from least to greatest and what fraction of a whole is left after part is removed. 3.1.1 Represent common fractions (e.g., halves, thirds, fourths, tenths) as equal parts of a whole, parts of a set, or points or distances on a number line. 3.1.2 Recognize and demonstrate that sizes of fractional parts are relative to the size of the whole. 3.1.3 Use Fractions to represent numbers that are equal to, less than, or greater than one. 3.1.4 Solve problems that involve comparing and ordering fractions by using models, benchmarks, (0, 1/2 and 1) or common numerators or denominators. The test samples and strand data for this booklet can be found on the Oregon State Departments of Education web site. The use of this booklet was designed for the Hillsboro School District based on HSD Power Standards along with the ODE strand categories. This booklet is paid for and furnished to teachers for instruction by the HSD. The concept of this booklet was created by Rick & Susan Richmond © Rick & Susan Richmond 2010 Revision: Original 03-2010 No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, without written permission from Rick & Susan Richmond and the Oregon State Department of Education and the Hillsboro School District. In 2011-2012 these 2007 Standards will be added to the OAKS assessments. 3.1.5 Identify equivalent fractions using models, including the number line. 3.1.6 Add common fractions with like denominators. These problems are presented in an OAKS testing format. A passing grade is 80% Page 11

= + = + 2 2 2 1 4 1 4 Look at the picture below. Use your ruler to help you solve this problem. How many inches long is the pencil shown below? What is the answer to the problem? + = 1 4 1 4 + = A. B. C. D. 2 5 1 4 A. B. C. D. 2 1 2 3 4 2 1 5 1 2 2 2 5 4 Do your work here: Do your work here: 2010-11 Sample Test, Grade 3 Rick & Susan Richmond 2010-11 Sample Test, Grade 3 Rick & Susan Richmond Page 1 Page 10

1 Juan built the boats shown below. Select the statement that best represents the denominator of the fraction . A. The numerator represents the number 3. B. The numerator and denominator are the same. C. The denominator represents the number 8. None of the above. Juan built the boats shown below. What fraction of Juan’s ’s boats are black? 3 8 1 4 4 3 4 1 Do your work here: 2010-11 Sample Test, Grade 3 Rick & Susan Richmond 2004-08 Sample Test, Grade 3 Oregon Department of Education Page 9 Page 2

A recipe calls for six eggs. Six eggs will be removed from the set . With the remaining eggs, what fraction represents the remaining 6 eggs? Which fraction is shown by the shaded part of the picture? 1 3 A. B. 3 4 1 4 6 3 4 1 2 3 1 1 4 Do your work here: Do your work here: 2000-01 Sample Test, Grade 3 Oregon Department of Education 2010-11 Sample Test, Grade 3 Rick & Susan Richmond Page 3 Page 8

Measure the distance from the left edge of the ruler to the arrow. What is the distance? When a strip is folded into four parts, what fraction of the whole strip does one part represent? 1 2 1 4 1 3 1 6 C. D. 1 1 2 2 1 4 1 2 1 2 Do your work here: Do your work here: 2010-11 Sample Test, Grade 3 Rick & Susan Richmond 2000-10 National Council of Mathematic Teachers, Grade 3 Page 7 Page 4

A B C D A. B. C. A. D. B. C. D. Look at the fraction strip. Which answer shows the fractions from least to greatest? Look at the fraction strip. Which location correctly shows ? 1 4 4 8 1 8 3 8 A B C D A. B. C. D. 1 8 3 8 4 8 3 8 4 8 1 8 A. B. C. D. 4 8 1 8 3 8 1 8 4 8 3 8 Do your work here: Do your work here: 2000-10 National Council of Mathematic Teachers, Grade 3 2000-10 National Council of Mathematic Teachers, Grade 3 Page 5 Page 6