• Sets the foundation for understanding fractions that will be needed in Grade 4 and beyond

  How does this mini-assessment exemplify the instructional Shifts required by CCSSM?

  Focus	Belongs to the major work of third grade
  Coherence	Sets the foundation for understanding fractions that will be needed in Grade 4 and beyond
  Rigor	Conceptual Understanding: primary in this mini-assessment Procedural Skill and Fluency: secondary in this mini-assessment Application: not targeted  in this mini-assessment

• Addresses all standards within the Grade 3 Number and Operations – Fractions domain

  Mathematically:

  • Addresses all standards within the Grade 3 Number and Operations – Fractions domain
  • Includes fractions greater than one to attend to the full meaning of the standards in 3.NF
  • Provides opportunity for students to construct viable arguments as they develop their understanding of fractions as numbers (MP.3)
  • Does not contain any problems with real-world context to ensure that the evidence elicited by the items clearly reflects the intended focus on conceptual understanding consistent with the standards
  • Places more emphasis on representing fractions on a number line than on representing fractions with area models, consistent with the cluster level heading for Grade 3: "Develop understanding of fractions as numbers"

  As a mini-assessment:

  • Assesses important concepts directly, like knowing that a fraction a/b is located in a position defined by marking off a lengths of 1/b equal parts
  • Mixes short conceptual problems with problems that require longer chains of reasoning
  • Offers sample solution methods and item-level analyses in the answer key to support teachers in using student data from the assessment
  • Provides detailed alignment to Achieve’s cognitive complexity framework

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