An assessment task in which students will demonstrate an understanding of fractions and decimals.

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An assessment task in which students will demonstrate an understanding of fractions and decimals.

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#### CCSS.MATH.CONTENT.3.NF.A.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.

#### CCSS.MATH.CONTENT.3.NF.A.2

Understand a fraction as a number on the number line; represent fractions on a number line diagram.

#### CCSS.MATH.CONTENT.3.NF.A.3

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

#### CCSS.MATH.CONTENT.4.NF.A.1

Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to ...

#### CCSS.MATH.CONTENT.4.NF.C.6

Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

#### CCSS.MATH.CONTENT.4.NF.C.7

Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or

#### Math 3.3(B)

Determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line;

#### Math 3.3(C)

Explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number;

#### Math 3.3(H)

Compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.

#### Math 4.2(F)

Compare and order decimals using concrete and visual models to the hundredths;

#### Math 4.2(G)

Relate decimals to fractions that name tenths and hundredths; and

#### Math 4.3(C)

Determine if two given fractions are equivalent using a variety of methods;

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