NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson

3•5

Name Date

1. Jerry put 7 equally spaced hooks on a straight wire so students could hang up their coats. The whole
length is from the first hook to the last hook.

a. On the illustration below, label the fraction of the wire’s length where each hook is located.

b. At what fraction is Betsy’s coat if she hangs it at the halfway point?

c. Write a fraction that is equivalent to your answer for (b).

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2. Jerry used the diagram below to show his son how to find a fraction equal to . Explain what Jerry might
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have said and done using words, pictures, and numbers.

Module 5: Fractions as Numbers on the Number Line

Date: 11/19/13 5.S.8
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
3•5
New York State Common Core

3
3. Jerry and his son have the exact same granola bars. Jerry has eaten of his granola bar. His son has
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3
eaten of his. Who has eaten more? Explain your answer using words, pictures, and numbers.
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4. Jerry has a fruit roll that is 4 feet long.

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a. Label the number line to show how Jerry might cut his fruit roll into pieces foot in length. Label
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every fraction on the number line, including renaming the wholes.

0 ft 1 ft 2 ft 3 ft 4 ft

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b. Jerry cut his fruit roll into pieces that are feet in length. Jerry and his 2 sons each eat one piece.
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What fraction of the whole fruit roll is eaten? Draw and partition a tape diagram. Also explain using
words or numbers.

c. One of Jerry’s sons cut his third of a fruit roll into 2 equal parts. His son says that 1 third is the same
as 2 sixths. Do you agree? Why or why not? Use pictures, words, and numbers to explain your
answer.

Module 5: Fractions as Numbers on the Number Line

Date: 11/19/13 5.S.9
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
3•5
New York State Common Core

End-of-Module Assessment Task Topics A–F

Standards Addressed
Develop understanding of fractions as numbers.
3.NF.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.
3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number
line diagram.
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.
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.
3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning
about their size.
a. Understand two fractions as equivalent (equal) if they are the same size, or the same
point on a number line.
b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3).
Explain why the fractions are equivalent, e.g., by using a visual fraction model.
c Express whole numbers as fractions, and recognize fractions that are equivalent to
whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6;
locate4/4 and 1 at the same point of a number line.
d Compare two fractions with the same numerator or the same denominator by
reasoning about their size. Recognize that comparisons are valid only when the two
fractions refer to the same whole. Record the results of comparisons with the
symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Reason with shapes and their attributes.
3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit
fraction of the whole. For example, partition a shape into 4 parts with equal area, and
describe the area of each part as 1/4 of the area of the shape.

Module 5: Fractions as Numbers on the Number Line

Date: 11/19/13 5.S.10
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
3•5

Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing
understandings that students develop on their way to proficiency. In this chart, this progress is presented
from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery. These
steps are meant to help teachers and students identify and celebrate what the student CAN do now and what
they need to work on next.

A Progression Toward Mastery

Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
and reasoning without reasoning without reasoning with a reasoning with a
Standards a correct answer. a correct answer. correct answer or correct answer.
Assessed evidence of solid
reasoning with an
incorrect answer.
(1 Point) (2 Points) (3 Points) (4 Points)

1 The student is unable The student labels the The student shows The student correctly:
to label the number number line but thinks good reasoning and  Labels the number
line. 2 sixths is 1/2 because makes one small line with sixths.
3.NF.2a of the 2 in the mistake such as failing
 Identifies 3/6 as the
3.NF.3a numerator. Clear flaws to correctly label 0
halfway point for
in understanding are sixths or failing to
Betsy’s coat.
visible. identify the fraction
equal to 1/2.  Writes any fraction
equivalent to 3/6,
such as 1/2.

2 The student does not The student may The student’s The student explains or
demonstrate partition the strip explanation lacks shows both:
understanding. correctly, but gives no clarity, but the drawing  Jerry would make
3.NF.3b clear explanation. shows understanding. smaller equal parts.
3.G.2 The strip is labeled.
 A fraction equal to
3.NF.1 2/3, such as 4/6, 6/9,
or 8/12.

Module 5: Fractions as Numbers on the Number Line

Date: 11/19/13 5.S.11
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
3•5
New York State Common Core

A Progression Toward Mastery

3 The student does not The student may say The student shows that The student clearly
demonstrate that the son has eaten Jerry has eaten more explains:
understanding of the more, but does show and compares 3/8 to  Jerry has eaten more
3.NF.3d meaning of the some understanding. 3/10 correctly; the of his granola bar.
3.NF.1 question and produces This is possibly explanation includes
 3/6 > 3/8.
nonsensical work. evidenced by two some reasoning.
fraction strips correctly  3/6 is greater than
partitioned but perhaps 3/8 because the
not the same size. units are larger.

4 The student does not The student completes The student completes The student clearly:
grasp what is asked and part of the problem Parts (a), (b), and (c)  Shows all the
does not produce correctly, but may fail correctly; the fractions from 0
3.NF.2a, b meaningful work. to draw accurate explanation includes thirds up to 12 thirds
3.NF.3a, b, c, d models or explain some reasoning. numerically.

3.NF.1
reasoning.  Explains 1 whole or
3/3 of the roll was
eaten with an
accurate tape
diagram and draws a
number line to
explain that 1/3 is
equal to 2/6.

Module 5: Fractions as Numbers on the Number Line

Date: 11/19/13 5.S.12
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© 2013 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
3•5
New York State Common Core

Module 5: Fractions as Numbers on the Number Line

Date: 11/19/13 5.S.13
This work is licensed under a
© 2013 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
3•5
New York State Common Core

Module 5: Fractions as Numbers on the Number Line

Date: 11/19/13 5.S.14
This work is licensed under a
© 2013 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.