Fractions

Lesson 6

Objective

Build and write non-unit fractions greater 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.

Foundational Standards

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  • 2.G.A.3

Criteria for Success

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  1. Understand that fractions can represent more than one whole and that when naming fractions beyond one whole, the unit remains the same even if there is more than one whole.
  2. Identify the unit fraction and the fraction that represents one whole when there is more than one whole.
  3. Count non-unit fractions that represent more than one whole.
  4. Identify whether a fraction represents more than one whole by thinking about the number of parts that make a whole.
  5. Represent a fraction that is greater than one whole with a visual model (MP.5).

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Anchor Tasks

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Problem 1

Elvin made two cakes for his son’s birthday party. He cut each cake into six pieces. If one cake represents one whole,

  1. Write a fraction to represent one slice.
  2. Write a fraction to represent one cake.
  3. Write a fraction to represent both cakes.
  4. 11 slices of cake are eaten at the birthday party. What fraction of cake was eaten?

Guiding Questions

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Problem 2

Georgina cut pieces of ribbon to make badges for her Girl Scout troop. She had three strips of ribbon that each measured 1 foot long. She cut each strip of ribbon into four pieces. If one of the original strips of ribbon represents one whole,

  1. What fraction represents one cut piece?
  2. What fraction represents one whole ribbon strip?
  3. What fraction represents all three whole ribbon strips?
  4. Georgina makes 9 badges. What fraction of ribbon did Georgina use to make the 9 badges?

Guiding Questions

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Problem Set & Homework

Discussion of Problem Set

  • Do you agree or disagree with the fraction in #2? What way was Marcos thinking about the model that resulted in the fraction $$\frac{17}{24}$$?
  • Did students each eat $$\frac{10}{8}$$ or $$\frac{10}{16}$$ of a pan in #4? How do you know? What does $$\frac{10}{16}$$ represent?
  • How many pizzas should Jeremy order in #6? How do you know? How can you tell just by looking at the numbers involved that it will be more than one pizza?

Target Task

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Problem 1

Each shape represents 1 whole. Fill in the chart.

  Unit Fraction Total Number of Units Shaded Fraction Shaded
     

References

EngageNY Mathematics Grade 3 Mathematics > Module 5 > Topic B > Lesson 9Exit Ticket, Question #1

Grade 3 Mathematics > Module 5 > Topic B > Lesson 9 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..

Problem 2

Complete the number sentence with either unit or fraction form. Then draw a model to represent the fraction.

  1. 4 thirds = _____________

  1. _____________ =$$\frac{10}{4}$$
     

References

EngageNY Mathematics Grade 3 Mathematics > Module 5 > Topic B > Lesson 9Exit Ticket, Question #2

Grade 3 Mathematics > Module 5 > Topic B > Lesson 9 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.

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