A task related to standard 3.MD.7d, additive area of rectilinear figures. Students find the area of the parts of a pool to ultimately find the area of the entire pool.
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
Write and/or solve linear equations in one variable.
b. Write and/or solve two-step equations of the form px + q = r and p(x + q) = r, where p, q and r are rational numbers, and interpret the meaning of the solution in the context of the problem.
This task gives students the opportunity to analyze two number lines in order to identify the one that correctly shows an improper fraction. Students then communicate their understanding by describing the reasoning they used to determine their answer was correct. It is aligned to evidence statement 3.C.6-1
This number line task has students reason about which fractional distance is farther.
This task gives students the opportunity to reason about equivalent fractions. Students use images to develop an accurate claim and describe their thinking through reasoning.
A math task on Sub Claim C: Concrete Referents. Students are using a provided image to compare fractions of the same sized whole and then compare. Students explain how they know which fraction is the greatest.
This task provides students practice with flawed reasoning using fraction comparisons.
This flawed reasoning task provides practice for students to understand the size of the wholes must be equal in order to compare fractions.
This task is focused on Common Core Standards 3.OA.3 Students are applying understanding of multiplication concepts to solve a multi-step word problem related to a real life context. This is a good beginning task to help students show all their work using equations to represent the solution path for the task. It also helps students focus on precision as they need to represent the problem with the correct equations.
This task provides practice with flawed reasoning with the distributive property.
This task provides students the opportunity to identify a mistake in reasoning related to the relationship between multiplication and division.
Flawed Reasoning Task for Grade 3
This task provides students practice with modeling.
This task provides students practice with modeling.
This task provides students with practice modeling.
This chain of reasoning task address 3.OA.8
This task has student solve a two step word problem involving addition and division. Students identify flawed reasoning and provide a correct answer and explanation.