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Grade 3
heartQUARTER 3heart
Unit 5 Instructional Focus: Students will continue to develop their understanding of fractions as numbers and fraction equivalence using concrete models, visual models, number lines and shapes. Students will generate measurement data by measuring lengths to the nearest half and quarter inch and show data on line plots.
Skills will include, but are not limited to:
  • Understanding fractions with denominators of 2, 3, 4, 6 and 8
  • Representing fractions on a number line diagram
  • Expressing whole numbers as fractions
  • Comparing fractions with the same numerator or the same denominator by reasoning about the size using >, =, <
  • Generating equivalent fractions by using visual fraction models
  • Partitioning shapes into equal parts and describe each part as a unit fraction
  • Measuring objects to the nearest half inch and quarter inch 

--------Unit 5: Fractions, Shapes, Line Plots --------
heartDevelopment understanding of fractions as numbers.
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.
3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3.NF.A.2.a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
3.NF.A.2.b. Represent a fraction a/b on a number line diagram by marking off a lengths1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
3.NF.A.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3.NF.A.3.a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
3.NF.A.3.b. Recognize and generate simple equivalent fractions, (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using visual fraction model.
 3.NF.A.3.c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
3.NF.A.3.d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.




heartRepresent and interpret data.
3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units--whole numbers, halves, or quarters.

heartReason with shapes and their attributes.
3.G.A.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal areas, and describe the area of each part as ¼ of the area of the shape. 
 

Compare Comparison Denominator
Eighths Equal parts Equivalence
Equivalent Fractions Fourths
Fraction Halves Hexagon
Line Plot Numerator Number Line
Partition Plane Figure Polygon
Quadrilateral Quantity Rectangle
Rhombus Sixths Square
Strategy Thirds Trapezoid
Unit Fraction Valid  


Enduring Understandings (Big Ideas):
Enduring understandings go beyond discrete facts or skills. They focus on larger concepts, principles, or processes. They are transferable and apply to new situations within or beyond the subject.
  • Fractions are numbers.
  • Fractions can be used to represent numbers equal to, less than, or greater than 1.
  • Fractional parts are relative to the size of the whole or the size of the set.
  • There is an infinite number of ways to use fractions to represent a given value.
  • A fraction describes the division of a whole (region, set, segment) into equal parts.
  • The more fractional parts used to make a whole, the smaller the parts.
  • As the number of equal pieces in the whole increases, the size of the fractional pieces decreases.
  • Fractions fall between whole numbers on a number line. 

Prior knowledge: 
 
What should my child already know before starting Unit 5???
  • Familiar with shapes and their attributes including rectangles, squares, quadrilaterals, pentagons, hexagons, circles, and rectangles.
  • Understand the relationship between the number of equal shares and the size of the shares.
  • Partition circles and rectangles into two, three, or four equal shares: describe the shares using the words: halves, thirds, half of, a third of, etc. (2.G.3).
  • Build and draw shapes given the number of faces, number of angles and number of sides.
  • Understand that larger units can be subdivided into equivalent units (partition).
     

Websites
MSDE Common Core Curriculum Framework
http://www.mdk12.org/instruction/commoncore/index.html
 
Common Core State Standards
http://www.corestandards.org/
 
Introduction to Fractions
http://mathforum.org/varnelle/knum.html
 http://www.abcya.com/fraction_fling.htm
 http://www.vectorkids.com/vkfractions.htm
 
K-5 Math Teaching Resources – Math Games and Hands-on Activities
http://www.k-5mathteachingresources.com/
 
The Teaching Channel
https://www.teachingchannel.org/
 
 Interactive Lessons (register for FREE)
https://learnzillion.com/resources/73932

 
 
Literature Connection for Unit 5
 
---------------------------------------------------------------------------
Grade 3, Quarter 2, Unit 4: Fractions and Shapes
Common Core Standards:
heartDevelopment understanding of fractions as numbers.

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.
3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3.NF.A.2.a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
3.NF.A.2.b. Represent a fraction a/b on a number line diagram by marking off a lengths1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
3.NF.A.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3.NF.A.3.a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

3.NF.A.3.b.
Recognize and generate simple equivalent fractions, (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using visual fraction model.
3.NF.A.3.c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.


3.NF.A.3.d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.


heartReason with shapes and their attributes
3.G.A.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal areas, and describe the area of each part as ¼ of the area of the shape
Compare Comparison Denominator Eighths Equal Parts
Equivalence Equivalent Fractions Fourths Fractions
Halves Hexagon Numerator Number Line Partition
Plane Figure Polygon Quadrilateral Quantity Rectangle
Rhombus Sixths Square Strategy Thirds


Enduring Understandings (Big Ideas):
Enduring understandings go beyond discrete facts or skills. They focus on larger concepts, principles, or processes. They are transferable and apply to new situations within or beyond the subject.
  • Fractions are numbers.
  • Fractions can be used to represent numbers equal to, less than, or greater than 1.
  • Fractional parts are relative to the size of the whole or the size of the set.
  • There is an infinite number of ways to use fractions to represent a given value.
  • A fraction describes the division of a whole (region, set, segment) into equal parts.
  • The more fractional parts used to make a whole, the smaller the parts.
  • As the number of equal pieces in the whole increases, the size of the fractional pieces decreases.
  • Fractions fall between whole numbers on a number line. 

Prior knowledge: 

 
What should my child already know before starting Unit 4???
  • Familiar with shapes and their attributes including rectangles, squares, quadrilaterals, pentagons, hexagons, circles, and rectangles.
  • Understand the relationship between the number of equal shares and the size of the shares.
  • Partition circles and rectangles into two, three, or four equal shares: describe the shares using the words: halves, thirds, half of, a third of, etc. (2.G.3).
  • Build and draw shapes given the number of faces, number of angles and number of sides.
  • Understand that larger units can be subdivided into equivalent units (partition). 
Websites:
Literature Connection for Unit 4






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  Website updated on: Thursday, March 22, 2018  
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