Curriculum / Math / 3rd Grade / Unit 6: Fractions / Lesson 6
Math
Unit 6
3rd Grade
Lesson 6 of 24
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Identify a shaded fractional part in different ways, depending on the designation of the whole.
The core standards covered in this lesson
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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Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding
a. Fold your rectangular piece of paper to make 4 equal parts. Shade and label the first part. What fraction of the whole is shaded? What is the whole? Draw a border around the whole.
b. Flip your piece of paper over. The new whole is half of the card. Draw a border around the new whole. Shade the same area you shaded on the other side. What fraction of the whole is shaded now?
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..
Mrs. Frances drew a picture on the board. Then she asked her students what fraction it represents.
a. Emily said that the picture represents $$\frac{2}{6}$$. Label the picture to show how Emily's answer can be correct.
b. Raj said that the picture represents $$\frac{2}{3}$$. Label the picture to show how Raj's answer can be correct.
c. Alejandra said that the picture represents 2. Label the picture to show how Alejandra's answer can be correct.
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
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A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Lola made lasagna for a church potluck. Below represents how much of the two pans of lasagna were eaten.
Lola says $$3\over 4$$ of the lasagna was eaten. Milton, Lola’s brother, says $$6\over 4$$ of the lasagna was eaten. Who is correct? Explain your answer.
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 5
Lesson 7
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.
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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.
Place any fraction on a number line with endpoints greater than 0.
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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