3rd Grade Math Unit 9

Big Idea:

Represent fractions in a variety of ways.

Student Expectations:

Focus 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(C) [Supporting] Explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number.

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.

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

3.6(E) [Supporting] Decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape.

Ongoing TEKS

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

3.6(C) [Readiness] Determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of square in each row.

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 fractions less than or equal to one using concrete objects and pictorial models, including strip diagrams and number lines.
• I will determine the corresponding fraction given a specified point on a number line.
• I will represent fractions of halves, fourths, and eighths as distances from zero on a number line.
• I will explain what a fraction is using proper vocabulary.
• I will compose and decompose a fraction.
• I will solve problems involving fractions.

Writing prompt: What does a fraction represent?

Stem: A fraction represents…..

Writing prompt: Why are fractions important?

Stem: A fraction is important because…..

Writing prompt: When have you used fractions in your life?

Stem: I have used fractions….

Writing prompt: What might happen if people didn’t know about fractions?

Stem: If people don’t know about fractions….

Essential Questions:

• When is it helpful to break things into parts?
• How can pictures help us see how numbers are related?
• How are fractions used in the real world?
• What is a fraction and why is a fraction part of the number system?
• How are fractions related to whole numbers?
• How is the relative size (magnitude) of a fraction dependent upon the whole?

Extra Information:

Adopted Textbook: Pearson - enVision Math

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