Curriculum / Math / 3rd Grade / Unit 6: Fractions / Lesson 10
Math
Unit 6
3rd Grade
Lesson 10 of 24
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Place any fraction on a number line with endpoints greater than 0.
The core standards covered in this lesson
3.NF.A.2 — Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3.NF.A.3.C — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Example: express 3 in the form 3 = 3/1; recognize that 6/1 = 6. Example: locate 4/4 and 1 at the same point of a number line diagram.
The foundational standards covered in this lesson
2.MD.B.6 — Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.
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
a. Locate and label your assigned fractions on the number line. Be prepared to explain your reasoning.
b. List all the fractions that were located at a whole number in all three number lines that your group labeled.
c. Use what you learned in Parts (a) and (b) to determine which of the following fractions represent the points shown on the number line below.
Activity 1, accessed on Jan. 20, 2023, 3:40 p.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.
Plot and label the following fractions on the number line below.
a. $$\frac{6}{3}$$
b. $$\frac{8}{3}$$
c. $$\frac{13}{3}$$
d. $$\frac{15}{3}$$
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
Locate and label the following fractions on the number line.
a. $$12\over 6$$
b. $$19\over 6$$
c. $$24\over 6$$
d. $$15\over 6$$
Draw a number line with endpoints 1 and 5. Label the wholes. Partition each whole into halves and label them.
An example response to the Target Task at the level of detail expected of the students.
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 9
Lesson 11
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.
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.
Create line plots (dot plots).
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