Curriculum / Math / 3rd Grade / Unit 6: Fractions / Lesson 20
Math
Unit 6
3rd Grade
Lesson 20 of 24
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Understand fractions as numbers.
The core standards covered in this lesson
3.NF.A — Develop understanding of fractions as numbers.
The essential concepts students need to demonstrate or understand to achieve the lesson objective
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Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding
Artie said: “Choose a number between 1 and 10.
Kay said: “$$\frac{3}{2}$$.”
Artie: “That’s not a number! It’s a fraction.”
Kay: “But fractions are numbers!”
a. Are fractions numbers? Take this quiz and decide.
i. Is it possible to place a fraction on the number line?
ii. Is it possible for a fraction to equal a whole number?
iii. Is it possible to add two fractions?
iv. Is it possible to add a fraction and a whole number?
v. Is it possible to add two fractions and have the sum be a whole number?
b. Based on your answers, do you agree with Artie or with Kay? Write one or two sentences to explain why.
Are Fractions Numbers? by Student Achievement Partners is made available by Achieve the Core under the CC0 1.0 license. Accessed March 19, 2019, 11:38 a.m..
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Are fractions numbers? Explain why or why not.
An example response to the Target Task at the level of detail expected of the students.
The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.
Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.
Lesson 19
Lesson 21
Topic A: Understanding Unit Fractions and Building Non-Unit Fractions
Partition a whole into equal parts using area models, identifying fractional units.
3.G.A.2 3.NF.A.1
Partition a whole into equal parts using tape diagrams (i.e., fraction strips), identifying and writing unit fractions in fraction notation.
Partition a whole into equal parts using area models and tape diagrams, identifying and writing non-unit fractions in fraction notation.
3.NF.A.1
Identify fractions of a whole that is not partitioned into equal parts.
Draw the whole when given the unit fraction.
Identify a shaded fractional part in different ways, depending on the designation of the whole.
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Topic B: Fractions on a Number Line
Partition a number line from 0 to 1 into fractional units.
3.NF.A.2
Place any fraction on a number line with endpoints 0 and 1.
Place any fraction on a number line with endpoints 0 and another whole number greater than 1.
Place any fraction on a number line with endpoints greater than 0.
3.NF.A.2 3.NF.A.3.C
Place various fractions on a number line where the given interval is not a whole.
3.NF.A.2 3.NF.A.3.D
Topic C: Equivalent Fractions
Understand two fractions as equivalent if they are the same point on a number line referring to the same whole. Use this understanding to generate simple equivalent fractions.
3.NF.A.3.A 3.NF.A.3.B
Understand two fractions as equivalent if they are the same sized pieces of the same sized wholes, though not necessarily the same shape. Use this understanding to generate simple equivalent fractions.
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
3.NF.A.3.C
Explain equivalence by manipulating units and reasoning about their size.
3.NF.A.3.A 3.NF.A.3.B 3.NF.A.3.C
Topic D: Comparing Fractions
Compare unit fractions (a unique case of fractions with the same numerators) by reasoning about the size of their units. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <.
3.NF.A.3.D
Compare fractions with the same numerators by reasoning about the size of their units. Record the results of comparisons with the symbols >, =, or <.
Compare fractions with the same denominators by reasoning about their number of units. Record the results of comparisons with the symbols >, =, or <.
Compare and order fractions using various methods.
3.NF.A.3
3.NF.A
Topic E: Line Plots
Measure lengths to the nearest half inch.
3.MD.B.4
Measure lengths to the nearest quarter inch.
Generate measurement data and represent it in a line plot.
Create line plots (dot plots).
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