Curriculum / Math / 3rd Grade / Unit 6: Fractions / Lesson 24
Math
Unit 6
3rd Grade
Lesson 24 of 24
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Create line plots (dot plots).
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.D.9 — Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
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
Mr. Schaut measured the height of all of the sunflower plants in his garden. The data are shown in the table below.
a. Make a dot plot of Mr. Schaut’s data. Remember to label all parts of your dot plot.
b. Answer the following questions based on the data.
Grade 3 Mathematics > Module 6 > Topic B > Lesson 8 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 Dec. 2, 2016, 5:15 p.m..
a. Create a dot plot using just the first three rows of data from Anchor Task #1, copied below. Remember to label all parts of your dot plot.
b. In what ways does this subset of data change the answers to the following questions:
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
The table below shows the high jump heights of the fifth-grade girls at Sandy Hill Elementary School.
a. Make a line plot of the data. Remember to label all parts of your line plot.
b. What is the height, in inches, of the shortest high jump among these students?
c. Girls with a high jump that is greater than or equal to $$39\frac{1}{4}$$ can compete in the state championship. How many girls at Sandy Hill Elementary School can compete for the championship? Explain how to use the line plot to solve.
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.
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Lesson 23
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
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.
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