3rd Grade Math Unit 10

Big Idea:

Represent equivalent fractions in a variety of ways. Compare fractions that have the same numerator or denominator.

Student Expectations:

Priority TEKS

3.3(F) [Readiness] Represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines.

3.3(H) [Readiness] Compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.

Focus TEKS

3.3(G) [Supporting] Explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model.

Ongoing TEKS

3.3(A) [Supporting] Represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines.

3.3(B) [Supporting] Determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line.

3.3(D) [Supporting] Compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b.

3.3(E) [Supporting] Solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8.

3.4(F) [Supporting] Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts

3.7(A) [Supporting] Represent fractions of halves, fourths, and eighths as distances from zero on a number line.

3.7(C) [Supporting] Determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes (¼ of an hour, ½ hour, and ¾ hour or quarter til)

Student Learning Targets:

• I will represent equivalent fractions using a variety of objects, and pictorial models, including number lines.
• I will compare two fractions having the same numerator.
• I will compare two fractions having the same denominator.
• I will explain that two fractions are equivalent using a number line.

Writing Prompt: Explain why we look at the denominator when comparing fractions with the same numerator.

Stem: When the numerators are the same we look at the denominator….

Essential Questions:

• How do we compare two different fractions?
• How do we show relationships between fractions?
• Why is it useful to compare fractions?
• Why are equivalent fractions important?
• What are equivalent fractions?
• How can two fractions that do not look the same represent equivalent amounts?
• How can objects and pictorial models, such as strip diagrams or area models, be used to represent equivalent fractions?
• How can a number line be used to represent equivalent fractions?
• How can different fractions represent the same portion of a whole?
• When using a number line, why must equivalent fractions be represented by the same point on the number line?
• When using an area model, why must equivalent fractions represent the same portion of a same size whole?
• How can two fractions with the same numerators be compared?
• When comparing two fractions with the same numerators, how does the comparison of the denominators relate to the comparison of the fractions?
• How can two fractions with the same denominators be compared?
• When comparing two fractions with the same denominators, how does the comparison of the numerators relate to the comparison of the fractions?

Extra Information:

Adopted Textbook: Pearson - enVision Math

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