# Fractions

## Common Core Standards

### Core Standards

?

• 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.

?

• 2.G.A.3

## Criteria for Success

?

1. Identify shaded and unshaded parts of a whole and represent them using fraction notation.
2. Identify the fraction of a whole represented by an abstract description of a situation as well as the fraction of a whole that is not referred to in the problem or that remains (MP.2).
3. Understand that a whole represents all fractional pieces and therefore has the same number of parts as there are fractional parts (e.g., there are 6 sixths in one whole).

#### Fishtank Plus

• Problem Set
• Student Handout Editor
• Vocabulary Package

?

### Problem 1

The candy bar below is broken into equal-sized pieces, some of which have been eaten.

1. What fraction of the candy bar has been eaten?
2. What fraction of the candy bar is left?
3. What fraction represents the whole candy bar?

#### References

Howard County Public School System 3.NF.1 - About the Math, Learning Targets, and RigorAssessment Tasks, "Name Fraction Represented"

3.NF.1 - About the Math, Learning Targets, and Rigor is made available by the Howard County Public School System under a CC BY-NC-SA 4.0 license. © 2013-2014 Elementary Mathematics Office Howard County Public School System. Accessed March 18, 2019, 1:29 p.m..

Modified by The Match Foundation, Inc.

### Problem 2

Mario has a peanut butter and jelly sandwich for school lunch every day. He always cuts his sandwich into four equal pieces. He eats three pieces during lunch and saves the rest for after school.

1. What fraction of his sandwich does Mario eat during lunch?
2. What fraction of his sandwich does Mario save for after school?

#### References

San Francisco Unified School District Math Department 3.8 LS1 Day 1 Marios Sandwich Launch BLM"Mario's Sandwich"

3.8 LS1 Day 1 Marios Sandwich Launch BLM is made available by the San Fransisco Unified School District Math Department as a part of their SFUSD Math Core Curriculum under a CC BY 4.0 license. Accessed March 18, 2019, 1:30 p.m..

Modified by The Match Foundation, Inc.

## Problem Set & Homework

#### Discussion of Problem Set

• What did you notice about the fractions that represented the shaded and unshaded parts of the models in #1? What did you wonder?
• How can you write your answers in #3 as fractions? How are they all similar? How are they all different?
• Look at the incorrect answer choices for #4. What mistakes would have resulted in thinking that any of these was the correct answer?
• How did you solve #6 and #7? Did anyone draw something to help solve? Did anyone solve without drawing?

?

### Problem 1

For each model below, write fractions that represent (i) the shaded parts, (ii) the unshaded parts, and (iii) the whole.

 a. b.

#### References

EngageNY Mathematics Grade 3 Mathematics > Module 5 > Topic B > Lesson 7Exit Ticket, Questions #1 and 3

Grade 3 Mathematics > Module 5 > Topic B > Lesson 7 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..

Modified by The Match Foundation, Inc.

### Problem 2

There are __________ sixths in 1 whole.

#### References

EngageNY Mathematics Grade 3 Mathematics > Module 5 > Topic B > Lesson 7Exit Ticket, Question #2

Grade 3 Mathematics > Module 5 > Topic B > Lesson 7 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..

?