Number & Operations (fractions & fraction equivalents) Page 11 C omputation & 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 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 Recognize and demonstrate that sizes of fractional parts are relative to the size of the whole Use Fractions to represent numbers that are equal to, less than, or greater than one Solve problems that involve comparing and ordering fractions by using models, benchmarks, (0, 1/2 and 1) or common numerators or denominators. Grade 3 MATH: Oregon Department of Education Standards for Practice or Progress Monitoring. OAKS testing format These problems are presented in an OAKS testing format. A passing grade is 80% This booklet will focus ONLY on the items in Bold Black [3.1.4] below. Bold Black [3.1.4] in the table below. In these 2007 Standards will be added to the OAKS assessments Identify equivalent fractions using models, including the number line Add common fractions with like denominators. Book #3 This booklet will focus on ONLY the items in Bold Black [3.1.4]. Teachers: To assure that the above standards are understood, always remind, ask and show your students: 1.Fractions with common numerators are not necessarily equal. (1/4 and 1/16) 2.Comparing fractions using models or benchmarks can help solve problems. 3.Are fractions with common numerators or denominators the same size? 4.How can models or benchmarks help solve problems? Teacher Information 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 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. Current Standards:

Page 1 Page Sample Test, Grade 3 Rick & Susan Richmond 10.What fraction does the shape show? A. B. C. D Look at the number line below and answer the question: Is equal to what mixed number? A. 1 B. 1 C. 1 D Sample Test, Grade 3 Rick & Susan Richmond

Page 9 Page 2 Do your work here: Sample Test, Grade 3 Rick & Susan Richmond 2.Look at the pitcher below. How full would you say the pitcher is? 9.Look at the object below. What fraction of the shape is black? Sample Test, Grade 3 Rick & Susan Richmond A. B. C. D A. B. C. D. Do your work here:

Page 8Page 3 Do your work here: A. B. C. D. Do your work here: Sample Test, Grade 3 Rick & Susan Richmond 3.What is the correct numerator for the fraction? A.1 B.2 C.3 D.4 8.Jenny colored 5 triangles in a group of 7 triangles. What fraction could she write? Sample Test, Grade 3 Rick & Susan Richmond

Page 4 Page 7 Do your work here: Sample Test, Grade 3 Rick & Susan Richmond Do your work here: 7.What part represents the correct numerator. A.4 B.2 C.1 D.3 4.Mother had some fruit. She had three apples and three oranges. What fraction of the fruit were apples? ___ Sample Test, Grade 3 Rick & Susan Richmond A. B. C. D

Page 6Page 5 Do your work here: A. 4 B. 6 C. 8 D. 1 Do your work here: 5.Which shape shows the fraction ? 6.Look at the shaded boxes below. Which number is the correct denominator? A. B. C. D A B CD 3 8 4