Fractions

Lesson 9

Objective

Identify a shaded fractional part in different ways, depending on the designation of the whole.

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.

Criteria for Success

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  1. Partition the same shape into different wholes and determine the fractional part of each whole a certain equal part represents.
  2. Given an image of a shape and more than one fraction that the shaded piece represents, determine the different ways the whole can be designated.
  3. Understand that “when the whole is not specified, which fraction is being represented is left ambiguous” (Naming the Whole for A Fraction, Illustrative Mathematics), which necessitates that they attend to precision when describing and naming fractions (MP.6).

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Anchor Tasks

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Problem 1

  1. Fold your index card to make 4 equal units. Shade and label the first unit. What fraction of the whole did you shade? What is the whole?
  2. Flip your index card over so you cannot see the fraction you wrote. The new whole is half of the card. Shade the same amount of space you shaded on the other side. What fraction of the whole did you shade? What is the whole?

Guiding Questions

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References

EngageNY Mathematics Grade 3 Mathematics > Module 5 > Topic C > Lesson 13Concept Development

Grade 3 Mathematics > Module 5 > Topic C > Lesson 13 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

Mrs. Frances drew a picture on the board

Then she asked her students what fraction it represents.

  1. Emily said that the picture represents $$\frac{2}{6}$$. Label the picture to show how Emily's answer can be correct.
  2. Raj said that the picture represents $$\frac{2}{3}$$. Label the picture to show how Raj's answer can be correct.
  3. Alejandra said that the picture represents 2. Label the picture to show how Alejandra's answer can be correct.

Guiding Questions

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References

Illustrative Mathematics Naming the Whole for a Fraction

Naming the Whole for a Fraction, accessed on March 19, 2019, 10:55 a.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.

Problem Set & Homework

Discussion of Problem Set

  • Who is correct in #6? How do you know?
  • In #7(a)–(c), box the rope that represents the whole. Circle the rope that represents the part.
  • Compare Towel Rack A in #7(a) and #7(e).
  • Compare Towel Rack B in #7(b) and #7(e).
  • How did you use your work in #7 to help you solve #8?

Target Task

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For his birthday, Kyle’s mom brought in cake to share with the class. When she picked up the two cake pans at the end of the day, shown below, she said, “Wow, your friends ate $$\frac{3}{4} $$ of the cake.” Kyle said, “No Mom, we ate $$\frac{6}{4}$$ cakes.” Who is right? Justify your answer.

References

EngageNY Mathematics Grade 3 Mathematics > Module 5 > Topic C > Lesson 13Concept Development

Grade 3 Mathematics > Module 5 > Topic C > Lesson 13 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.

Mastery Response

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