Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency to develop an understanding of fractions as numbers. Some of these tasks assess conceptual understanding of unit fractions and other fractions as detailed in 3.NF.A.1 and 3.NF.A.2. Other tasks for this cluster should involve equivalence of fractions as detailed in 3.NF.A.3. Tasks should attempt to cover the range of expectations in the standard, such as understanding, recognizing, generating, and expressing, although explanations and justifications may also be assessed under Claim #3. This target should include fractions greater than 1 as well as fractions less than or equal to 1; and tasks should not handle fractions differently based on whether they are greater than, less than, or equal to 1. Fractions equal to whole numbers (such as 3/1) should also commonly appear in these tasks.