# Fractions

## Objective

Build and write non-unit fractions less than one whole from unit fractions.

## Common Core Standards

### Core Standards

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• 3.NF.A.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.

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• 2.G.A.3

## Criteria for Success

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1. Count unit fractions to build non-unit fractions.
2. Identify a non-unit fraction of a whole and write it using fraction notation, understanding the numerator to be the number of units and the denominator to be the fractional unit.
3. Partition and shade a pictorial area or length model to represent a non-unit fraction (MP.5).
4. Explain whether or not a pictorial area or length model represents a particular non-unit fraction (MP.3).
5. Determine the non-unit fraction represented by an abstract description of a situation (MP.2).

#### Fishtank Plus

• Problem Set
• Student Handout Editor
• Vocabulary Package

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### Problem 1

Each shape below represents one whole. What fraction of each shape is shaded?

1.

1.

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1.

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### Problem 2

Make a model in which the shaded part represents the corresponding unit fraction.

 a. $\frac{3}{4}$ b. $\frac{5}{6}$ c. $\frac{7}{9}$

### Problem 3

A pizza is cut into eighths. If you eat two slices, what fraction of the pizza did you eat?

#### References

Massachusetts Department of Elementary and Secondary Education Grade 3 Unit 1 Lesson 2

Grade 3 Unit 1 Lesson 2 is made available by the Massachusetts Department of Elementary and Secondary Education. © 2017 Commonwealth of Massachusetts. Accessed April 2, 2019, 8:47 p.m..

## Problem Set & Homework

#### Discussion of Problem Set

• How would you change each of the incorrect statements in #2 to make them true statements?
• How did you determine how Nadia needed to finish the math problem in #4? How was this problem different from some of the others on the Problem Set?
• Did anyone draw something other than a tape diagram for your fractions in #5? What did you draw?
• What were the two reasons why Gregory was incorrect in #6? How would you change Gregory’s claim and/or the model to make him correct?
• How did you determine the correct answer in #7 without an image?

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### Problem 1

Build a visual fraction model that shows $\frac{3}{4}$.

#### References

Achieve Grade 3 Unit 1 Lesson 4Evidence Slip

Grade 3 Unit 1 Lesson 4 by Achieve and the National Association of State Directors of Career Technical Education (NASDCTEc) is made available by Achieve. © 2017 Achieve, Inc. All rights reserved. Accessed April 2, 2019, 8:48 p.m..

### Problem 2

Can you shade the rectangle below to show $\frac{5}{6}$? Explain why or why not.

#### References

Massachusetts Department of Elementary and Secondary Education Grade 3 Unit 1 Lesson 1 Pre-Assessment

Grade 3 Unit 1 Lesson 1 Pre-Assessment is made available by the Massachusetts Department of Elementary and Secondary Education. © 2017 Commonwealth of Massachusetts. Accessed April 2, 2019, 8:49 p.m..

Modified by The Match Foundation, Inc.

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