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Third Grade Unit Aligned Math Tasks Name: _____________________________________________ Tasks in this journal have been adapted from the following sources: Smarter Balanced Public Schools of North Carolina Noyce Foundation/Mars Tasks NYC Dept. of Education Unit 5 Fractions 3.MD.4 Measuring Friendship Bracelets Boys and girls in the Sunnyside Art Club made friendship bracelets to sell. Measure each of their bracelets to the nearest ¼ inch and record your measurement data on the line plot. Bracelet Measurements 4 4¼ 4½ 4¾ 5 5¼ 5½ 5¾ 6 measurements to the nearest ¼ inch Use your completed line plot to answer each question. 1. What was the most common length for a bracelet? 2. How many bracelets were shorter than 5 inches? 3. If the Sunnyside Art Club sold bracelets that were 5 ¼ inches or longer for $1.00 each, how much money would they make? Friendship Bracelets 3.MD.4 Estimating Measurements Ms. Mac asked each of her students to use estimation to draw a five-inch line. Then, each student measured his/her line to see how close it actually was to five inches. The students’ actual measurements are in the chart below. Organize the students’ measurement data on the line plot. Students’ Line Measurements Students’ Line Measurements (to the nearest ½ inch) Allie 5½ Hal 3½ Ben 5 Izzie 6 Cory 5½ Jorge 5 ½ Dean 4½ Katie 4 Ellen 3½ Lara 4½ Eliza 5 Matt 3 Fran 4 Nick 4½ Gary 5½ Ollie 5½ 3 3½ 4 4½ 5 5½ measurements to the nearest ½ inch Use data from your line plot to answer each question. 1. How many students’ lines were exactly five inches long? 2. How many students drew a line longer than five inches long? 3. What was the length of the shortest line drawn? 4. How many students drew a line that was either 4 ½ inches long or 5 ½ inches long? 6 3.NF.1 Selling Bubble Gum Turner is selling giant sticks of bubble gum at the fair. Customers can buy Turner’s bubble gum in the following lengths: Bubble Gum Lengths whole stick of bubble gum 1/2 stick of bubble gum 1/3 stick of bubble gum 1/4 stick of bubble gum 1/6 stick of bubble gum 1/8 stick of bubble gum In order to quickly package and sell the bubble gum, Turner has asked you to create a chart showing the different bubble gum lengths. After creating your chart, respond to each question: 1. How can you prove that each lengths is correct? 2. Which lengths were easiest to find? Why? 3. Which lengths were the trickiest to find? Why? Bubble Gum Stick Template (each gray rectangle represents one whole stick of gum) 3.NF.2 Sharing Licorice Gino has 8/4 feet of licorice to share with his friends. He decides to give each friend 1/4 foot of licorice. Draw lines on Gino’s licorice to show where he should cut each 1/4 foot. Gino’s Licorice 8 0 4 Explain how you decided where to draw lines on Gino’s licorice. 3.NF.2 3.NF.3 Sharing Pie Mia and Jose decided to share a pie. Mia ate 1/3 of the pie, and Jose ate 2/6 of the pie. Which friend ate more? Explain your solution using pictures, numbers, words, and/or a number line. 3.NF.3 Placing Fractions Use this number line to answer each question. 1. Billy, Ray, and Miley were writing fractions on this number line. Billy said that the value of the triangle on this number line is 1/2. Ray said that Billy is wrong; the value of the triangle is 2/4. Miley said that both boys’ answers are right. Explain who is correct using objects, pictures, numbers, or words. Placing Fractions Con’t 2. Miley looked at the star on the number line, and said, “I can think of three different ways to write the value of the star.” How many different ways can you write the value of the star? Explain why your answers are correct using objects, pictures, numbers, or words. 3.NF.1,2,3 3.G.2