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 understanding.

Ashley bought 6 pounds of candy. She put the candy into bags that each hold ³⁄₄ of a pound of candy. How many bags did Ashley fill?