Observation	Next Unit Supports	Assessment item(s) (standard assessed)
Students do not yet partition the shape into parts with equal areas.	During Center Choice Time of an upcoming lesson, invite selected students to sort the cards from the “Card Sort: Partitions” activity into groups that show equal parts and those that do not. Ask students to name the parts on those cards that show equal parts and write a fraction to represent the unit fraction. As needed, invite students to revisit their work in problem 1 from the assessment and make revisions.	1 CCSS.3.G.A.2CA.3.G.2.
Students show they understand fractions are formed by partitioning shapes into equal parts, but do not yet understand fraction notation. For example, they partition the rectangle into 5 parts or say the shaded area in problem 3 shows _1 . Students show they understand the denominator shows how many equal parts, but may not yet accurately create or identify shaded parts to represent non-unit fractions.	During Center Choice Time of an upcoming lesson, invite selected students to revisit the “Card Sort: Fraction Match” activity. Display a diagram and invite students to identify the number of equal parts. Ask students to identify the name of each equal part and write the unit fraction. Prompt students to find the fraction card that matches and to explain their reasoning. Display a fraction card and ask students to explain how many total equal parts should make up the whole to match the card, and how they know. Ask them how many total parts should be shaded. Invite students to sort the remaining cards and to explain their reasoning.	1,3 CCSS.3.NF.A.1CA.3.NF.1.
Students show they may understand how to represent \(\frac1b\) on a number line, but do not yet recognize how to use \(\frac1b\) to find the location of 1 (8.a).	Before students work again with fractions on the number line in Unit 8 Section A, invite students to locate \(\frac14\) on a number line from the Fold and4 Label a Number Line Handout. Look for the different ways students partition the number line and explain how they know they have labeled \(\frac14\). Emphasize students’ reasoning that shows they understand each interval as \(\frac14\) length-unit and that it takes \(4\frac14\) length-units to measure the length from 0 to 1. As needed, encourage students to revisit problem 2 and revise their location for 1 on their number line. While students estimate the locations of numbers on the number line, and create their own number lines in Unit 8 Section A, listen for ways they reason about iterating \(\frac1b\) to locate the next whole number on the number line. Invite students to share and emphasize how they reason about the length of each partition.	2,8 CCSS.3.NF.A.2.aCA.3.NF.2.a.
Students show they understand that locating a fraction on the number line involves partitioning the length from 0 to 1 into equal parts, but do not yet locate and label a fraction, \(\frac{a}{b}\), on the number line. For example, they draw 6 tick marks between 0 and 1 and create 7 equal partitions or attempt to estimate the length of \(\frac16\) and iterate it, but create some parts that are much longer (or shorter) than others.	During Center Choice Time of an upcoming lesson, invite selected students to fold a number line from the Label a Number Line Handout to show fourths. Ask them to draw tick marks and identify \(\frac24\) and \(\frac34\). Emphasize the number of same-size length-units from 0 to the tick mark. Repeat with eighths, thirds, and sixths. Invite students to revisit and make revisions to their work on problem 2.	2,8 CCSS.3.NF.A.2.bCA.3.NF.2.b.
Students do not yet generate simple equivalent fractions (5).	During Center Choice Time in the next unit, invite students to play Stage 1 of Rolling for Fractions. Ask students to record the equivalent fractions they find. After students finish playing, allow time for them to share all the equivalent fractions they found. Emphasize any equivalent fractions that fewer groups found, and invite all students to explain why those fractions are equivalent. Each time students play during center time, repeat this process and encourage students to think of new ways to find equivalent fractions.	3,5,8 CCSS.3.NF.A.3.bCA.3.NF.3.b.
Students show they can generate equivalent fractions when asked (5), but may not yet recognize equivalent fractions in other contexts (3, 8).	Before an upcoming lesson, consider revisiting problem 3 and inviting selected students to find the two fractions that match the diagram. Listen to the ways students explain why the fractions match the diagram and are equivalent. Emphasize reasoning that shows the way students group sixths to make thirds.	3,5,8 CCSS.3.NF.A.3.bCA.3.NF.3.b.
Student work shows students may not yet reason about equivalent fractions as being the same size or the same point on the number line. For example, students do not show evidence of using diagrams or their diagrams do not represent the same whole.	During Center Choice Time in the next unit, invite students to play Stage 1 of Rolling for Fractions. Ask students to use a tape diagram or a number line to show why their fractions are equivalent. Prompt students to share how they make sure their diagrams for each fraction represent the same whole. As needed, provide fraction strips or number lines to students and emphasize how each fraction strip and number line shows the same whole. Encourage students to revise their drawings.	4,5 CCSS.3.NF.A.3.aCA.3.NF.3.a.
Students do not yet recognize whole numbers as fractions (6).	During Center Choice Time of Unit 7 or Unit 8, invite students to play Stage 2 or Stage 3 of Number Line Scoot. As they play, prompt students to share how close a block on the board is to the nearest whole number. Ask them to name the whole number, using a fraction. As needed, encourage students to count by the unit fraction from 0 as a way to help name the whole number.	4,6 CCSS.3.NF.A.3.cCA.3.NF.3.c.
Students show they may not yet recognize fractions as whole numbers (4).	During Center Choice Time of Unit 7 or Unit 8, invite selected students to play Stage 3 of Mystery Number. Tell students that their mystery number must equal to or greater than a whole number. As needed, provide students with the gameboard from Stage 3 of Number Line Scoot to help identify whole numbers on the board. Look for the whole numbers students choose as their mystery number and the fractions students pick as their guesses. Ask students to share how they know their guess is a whole number or greater than a whole number.	4,6 CCSS.3.NF.A.3.cCA.3.NF.3.c.
Students accurately determine whether statements with fractions that have the same denominator are true or false (B, E), but do not yet do so with fractions that have different denominators (A, C, D). Students show they may be comparing the numbers that are different, regardless of whether they are the numerator or the denominator. For example, they choose B, C, D, and E to be true.	During Center Choice Time of an upcoming lesson, invite students to revisit problem 7 and to use fraction strips and blank number lines to explain why each statement is true or false. Ask students to compare the reasoning they can use when the denominator is the same and the reasoning they use when the numerator is the same. Emphasize student explanations that use both the fraction strips and the number line.	7 CCSS.3.NF.A.3.dCA.3.NF.3.d.

3.5 End-of Unit Assessment Guidance