Curriculum / Math / 3rd Grade / Unit 6: Fractions / Lesson 21
Math
Unit 6
3rd Grade
Lesson 21 of 24
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Measure lengths to the nearest half inch.
The core standards covered in this lesson
3.MD.B.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.
The foundational standards covered in this lesson
2.MD.A.1 — Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
The essential concepts students need to demonstrate or understand to achieve the lesson objective
Suggestions for teachers to help them teach this lesson
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Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding
Wendell and Robin are trying to measure the length of various insects in their bug collection. The measurement of an ant is shown below.
a. Wendell thinks the ant is about an inch long. Robin thinks the ant is closer to zero inches long. Who is correct: Wendell, Robin, both of them, or neither of them? Explain.
b. If you were to estimate a more exact measurement of the ant’s length, about how long would you say the ant is?
Construct a half-inch ruler by partitioning each inch on the Template: Ruler into halves of an inch.
Activity 2, accessed on Feb. 3, 2023, 7:32 p.m., is licensed by Illustrative Mathematics under either the CC BY 4.0 or CC BY-NC-SA 4.0. For further information, contact Illustrative Mathematics.
Measure the following objects to the nearest half inch using your ruler from Anchor Task 2.
a.
b.
c.
d.
Grade 2 Mathematics > Module 7 > End-of-Module Assessment Task of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed April 2, 2019, 3:52 p.m..
Problem Set
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A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Measure the length of the line below to the nearest half inch.
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.
Extra Practice Problems
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Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.
Lesson 20
Lesson 22
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
Understand fractions as numbers.
3.NF.A
Topic E: Line Plots
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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