These tasks emerged out of the fraction research. Teachers may wish to use them as diagnostic or summative assessments, exit cards, number talk prompts, or additional practice questions. By considering both the specifics of the cell and student use of purposeful models, teachers can support students in acquiring a strong conceptual understnading
Show that 7⁄8 = 7 × 1⁄8 using a model.
Using a number line, draw 1⁄3.
What is 1⁄3 doubled? Show on your number line.
What picture could you draw to make sense of 1⁄4 × 5?