 ESSENTIAL QUESTION

What is a fraction? How do we compare fractions by size? How can measurement data be marked on a line plot?

Primary - Math - Grade 3 - Unit 5
Fractions
Students will learn to identify, read, and write fractions as part of a whole and as part of a group. Students will compare fractions using number lines or models. Students will generate and show data by measuring lengths to the nearest halves and fourths of an inch.
OVERVIEW Show All | Hide All | Top

Students will learn to identify, read, and write fractions as part of a whole and as part of a group. Students will recognize in order to compare fractions the wholes have to be the same size. Students will use models and number lines to help them compare fractions.  Measurement data will be collected and displayed on a line plot.

COMMON CORE STANDARDS Show All | Hide All | Top

3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a

whole is partitioned into b equal parts; understand a fraction a/b as

the quantity formed by a parts of size 1/b.

3.NF.2 Understand a fraction as a number on the number line; represent

fractions on a number line diagram.

a. Represent a fraction 1/b on a number line diagram by defining the

interval from 0 to 1 as the whole and partitioning it into b equal

parts. Recognize that each part has size 1/b and that the endpoint

of the part based at 0 locates the number 1/b on the number line.

b. Represent a fraction a/b on a number line diagram by marking off

a lengths 1/b from 0. Recognize that the resulting interval has size

a/b and that its endpoint locates the number a/b on the number

line.

3.NF.3 Explain equivalence of fractions in special cases, and compare

fractions by reasoning about their size.

a. Understand two fractions as equivalent (equal) if they are the

same size, or the same point on a number line.

b. Recognize and generate simple equivalent fractions, e.g., 1/2 =

2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by

using a visual fraction model.

c. Express whole numbers as fractions, and recognize fractions that

are equivalent to whole numbers. Examples: Express 3 in the form

3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point

of a number line diagram.

d. Compare two fractions with the same numerator or the same

denominator by reasoning about their size. Recognize that

comparisons are valid only when the two fractions refer to the

same whole. Record the results of comparisons with the symbols

>, =, or <, and justify the conclusions, e.g., by using a visual

fraction model.

3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.

Show the data by making a line plot, where the horizontal scale is marked off in appropriate units – whole numbers,

halves, or quarters.

STUDENT LEARNING TARGETS Show All | Hide All | Top

Priority

3.NF.1

*  I can define fractions as parts of a whole.

*  I can determine the individual parts within a fraction. (numerator)

*  I can determine the number of equal parts within a fraction. (denominator)

3.NF.2a

*  I can identify a fraction on a number line.

3.NF.2b

*  I can identify a fractional part on a number line.

*  I can represent a fraction on a number line when 1 is the numerator.

*  I can represent a fraction on a number line when the numerator is more than 1.

*  I can generate simple, equivalent fractions. (on number line)

3.NF.3a

*  I can recognize when two fractions are equivalent when they are the same size or the same point on a number line.

3.NF.3b

*  I can recognize simple equivalent fractions. (using a visual model)

3.NF.3c

*  I can express whole numbers as fractions.

3.NF.3d

*  I can recognize fractions that are equivalent to whole numbers.

*  I can explain why fractions are equivalent.

* I can compare two fractions with the same numerator.

* I can compare two fractions with the same denominator.

* I can recognize that to correctly compare two fractions they must have the same whole.

* I can compare fractions using >, <, or =.

* I can explain why my comparison of fractions is accurate.

Supporting

3.MD.4

*I can create a line plot to show measurement data that I have collected. (In whole numbers, halves, and fourths)

*I can generate measurement data by using rulers marked with one-half and one-fourth inch.

COMMON ASSESSMENTS Show All | Hide All | Top Pre-Assessment (586KB) Common Formative (58.87KB) Common Formative (93.25KB) Post Assessment (604.5KB)
CRITICAL VOCABULARY Show All | Hide All | Top

denominator, equal parts, fraction, numerator, unit fraction, (inequality) > means greater than, < means less than, = means equal to, fraction, numerator, compare, equivalent fraction, simplest form, partition, intervals, number lines, fraction bars, whole, halves, fourths (quarter), line plot, horizontal scale,

LEARNING EXPERIENCES Show All | Hide All | Top
Educator Uploaded Plans (These are educators specific templates with included information and specifics) Learning Targets (14.09KB) Unit 5 Lesson Plans (23.56KB) Compare and Order Fractions Handout (43.5KB) Comparing Fractions Powerpoint (45KB) Rules for Comparing Fractions (24KB) Comparing Fractions with Like Denominators (112.5KB) Comparing Fractions with Like Numerators (112.5KB) Day 2 Teacher Model (43.5KB) Brownie Document (82KB) Learning Log Definitions and Examples (24KB) Equivalent Fractions Calculator Handout (25.5KB) Equal Shares Brownie Handout (26.5KB) Equivalent Fractions (55.03KB) Formative - End of Unit (184.5KB) Pizza Activity Higher Cognitive (4.65MB)
E-TOOLS Show All | Hide All | Top

Coming Soon.

RESOURCES Show All | Hide All | Top
LITERACY STRATEGIES Show All | Hide All | Top

Coming Soon.

THOUGHTFUL EDUCATION TOOLS Show All | Hide All | Top

See it, say it, show it; Graphic Organizer; Deep Processing; Write to Learn

Fist List; Creating Visual Sketches of fractions; Fraction Game