1. Number & Operators (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 [3.1.1 & 3.1.2] .
Number & Operators (fractions & fraction equivalents)
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.
Book #1
Current Standards:
This booklet will focus ONLY on the items in
Bold Black [3.1.1 & 3.1.2] in the below table.
Teachers: To assure that the above standards are understood, always remind, ask and show your students:
Fractions are equal parts of a whole.
Fractions show parts of a set.
Fractions as points or distance on a number line.
What are fractions?
How do fractions get their names?
In what ways can you represent (show) a fraction?
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 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.
In these Standards will be added to the OAKS assessments.
3.1.5 Identify equivalent fractions using models, including the number line Add common fractions with like denominators.
These problems are presented in an OAKS testing format.
A passing grade is 80%
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2. 1 2 Erin’s cat had the 4 kittens shown below.
Look at the number scale below.
Which statement would best represent the number 1. 1 2
What fraction of the set of kittens is black? 1 2
The number 1 is the way to number 2.
The number 1 is bigger than the number 2 2 4 A. B. C. D. 1 3 1 4 1 4 4 1 1 3
Do your work here:
Rick & Susan Richmond based on ODE Standard 3.2.2
Rick & Susan Richmond based on ODE Standard 3.2.2
Page 1
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3. What part of the larger square is shaded? 1 inch
Look at the ruler below.
Read each of the questions below and then decide on the BEST answer. There are a lot of different kinds of questions, so read each question carefully before marking an answer on your answer sheet.
What part of the larger square is shaded?
1 inch A B 2 4 2
Which is a True? 4 2 A. B. C. D.
Arrow A is of an inch. 3 4 1 2
Arrow B is of an inch. 2 1 3 4
Arrow B is of an inch. 1 2
Arrow A is of an inch.
Do your work here:
Do your work here:
Sample Test, Grade 3
Oregon Department of Education
Rick & Susan Richmond based on ODE Standard 3.2.2
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4. Mike wanted the biggest piece of pie.
Which one of the shaded pieces should he choose?
Look at the picture below. A B C 1 2
Which pizza is gone? A B C D
A. A
B. B C
None of them
Do your work here:
Do your work here:
Sample Test, Grade 3
Oregon Department of Education
Sample Test, Grade 3
Rick & Susan Richmond
Page 3
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5. A. B. C. D. Look at the picture below.
Chad had one candy bar to share with 4 friends. He divided the candy bar into 6 equal pieces. There was one extra piece, so Chad took it also. What fraction of the candy bar did Chad take in all? A. B. C. D. 1 6
Which is true? A. B. C. D. 1 3 1 2 2 6
Is less than 1 3 1 2
Is greater than 1 5 1 3 1 2
Is equal to 1 4 1 3 1 4
Is less than
Do your work here:
Do your work here:
Sample Test, Grade 3
Rick & Susan Richmond
Sample Test, Grade 3
Oregon Department of Education
Page 7
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6. Order the fractions from the least to the greatest:
Which fraction is shown by the shaded part of the picture? 1 3 A. B. C. D. 1 4 1 2 1 3 3 4 1 8 3 4 A. B. C. D. 1 2 1 8 1 3 3 4 3 1 1 8 1 3 1 2 3 4 1 2 1 3 3 4 1 8 3 4 1 2 1 3 1 8
Do your work here:
Do your work here:
Sample Test, Grade 3
Oregon Department of Education
Sample Test, Grade 3
Oregon Department of Education
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