By the end of this section, student will be able to create and represent fractions through eighths in a variety of ways, and explain their reasoning.

Suggested Weeks: 6-7 Weeks

Teacher Tips:  

• Building on prior knowledge of partitioning shapes into halves and quarters, students will develop a strong understanding of fractions as numbers. 

• Conceptual learning with manipulatives is an integral part of fractional understanding for future grade levels.

• TELLING TIME  It is encouraged to allow students time now to practice with clock manipulatives (time to the hour, half hour, and minute) to build schema for the next essential question. 

sample pretest

Essential Learning Outcomes (ELO)

⊡Students will be able to precisely partition shapes with equal areas. (3.G.2, MP1, MP7, MP8, MP5, MP6)

∎ Students will be able to accurately make sense of problems, reason abstractly, quantitatively and model fractions as numbers and persevere in solving them. (3.NF.1, 3.NF.2, 3.NF.3, MP1, MP2,  MP4, MP5, MP6)

⊡Students will be able to reason abstractly, quantitatively, and model to represent and interpret data. (3.MD.4, MP2, MP4) 

Learning targets

• I can partition shapes into equal parts. (3.G.2)

• I can represent the partitioned piece as a fraction of the whole. (3.G.2)

• I can understand that a fraction is based on equal sized pieces and relates to a whole. (3.NF.1)

• I can explain any unit fraction as one part of a whole. (3.NF.1)

• I can explain any fraction (a/b) as “a” (numerator) being the numbers of parts and “b” (denominator) as the total number of equal parts in the whole. (3.NF.1)

• I can represent a fraction and explain my representation. (3.NF.1)

• I can partition,  label and locate a fraction given its position on a number line from 0 to 1. (3.NF.2a)

• I can partition a number line starting from 0 to values greater than one into equal parts. (3.NF.2b)

• I can recognize that the interval is the fractional distance between two endpoints and represent a fraction on a number line. (3.NF.2b)

• I can find equivalent fractions on a number line (with denominators 2, 3, 4, 6 and 8). (3.NF.3a)

• I can use models to show and explain equivalent fractions (with denominators 2, 3, 4, 6 and 8). (3.NF.3a)

• I can recognize, generate and explain simple equivalent fractions (with denominators 2, 3, 4, 6 and 8). (3.NF.3b)

• I can recognize fractions that are equivalent to whole numbers. (3.NF.3c)

• I can express whole numbers as fractions. (3.NF.3c)

• I can compare two fractions with same numerator (with denominators 2, 3, 4, 6 and 8). (3.NF.3d)

• I can compare two fractions with the same denominator (with denominators 2, 3, 4, 6 and 8). (3.NF.3d)

• I can record results of fractional comparisons using the symbols: <,>, =. (3.NF.3d)

• I can justify why two fractions are greater than, less than or equal to each other. (3.NF.3d)

• I can measure lengths to the nearest quarter and half of an inch. (3.MD.4)

• I can create and interpret line plots using measurement data using whole numbers, halves, and quarters. (3.MD.4)

• I can solve multiplication problems using the properties of operations (Associative, Commutative and Distributive). (Formal terms are not required for student knowledge) (3.OA.5)

• I can use strategies to fluently multiply and divide within 100 (3.OA.7) (Expectation is that by the end of third grade, students know their multiplication and division facts)

∎ Major Content           ⊡ Supporting Content           🌕 Additional Content

Computational Number Talks/Strings (minimum 3 days a week) to work on computational strategies.

3rd grade number talk guide printable & 3rd grade number talks 

Add/Subt within 1000  &  Mult/Div Strategies within 100

Choose which strategy students need to practice.  You may find that they need many, so start with one for a week or so, then move onto another.  You are looking for efficient strategies, not mastery of all strategies.  Students may find they prefer one strategy over another or change strategies for different problems.  The goal is that they are flexibly using efficient strategies and are able to reason about numbers to fluently compute.

Addition Strategies  

Break apart by place value 3-digit

Chunking (break apart one number)  Tens and hundreds

Friendly number   two away 

Compensation  add/subt 1      

Doubles/near  2 & 3-digit numbers

Subtraction Strategies  (Review if needed)

Removal     2 & 3-digit

Adjust to create easier problem   Adjust subtrahend

Keep constant distance/difference   3-digit numbers

Multiplication Strategies  (main focus)

use x10 math flips multiples of ten   

  use x5 & x10 math flips x4/x9 friendly

Division Strategies  (main focus)

  use multiplication/known facts  Math Flips basic facts division

MUST DO/Core Resources:  

Ready Teacher Toolbox        Lesson 20: Understand What a Fraction Is -Sessions 1-3 

Assessment Tasks 3.NF.1       Frayer Model Assessment        Proficiency Rubrics    3.NF.1              IAR sample questions

CAN DO/Additional Resources:

Math in Practice  3.NF.1 Module 8        Math in Practice lesson slides and Essential Question Guide   MIP Resource folder      

Open Middle tasks Printable activities & Centers                 Nearpod Math lessons

Prior knowledge/Just in Time support     &     Enrichment RTTB   Lesson 20 Colorful Quilts

Interactive manipulatives

MUST DO/Core Resources:  

Ready Teacher Toolbox        Lesson 22: Understand Equivalent Fractions -Sessions 1-3 

   Lesson 23: Find Equivalent Fractions -Sessions 1-5

Assessment Tasks  3.NF.3     Frayer Model Assessment        Proficiency Rubrics    3.NF.3                           IAR sample questions

CAN DO/Additional Resources:

Math in Practice  3.NF.3 Module 9, 10    Math in Practice lesson slides and Essential Question Guide   MIP Resource folder      

Open Middle tasks Printable activities & Centers                 Nearpod Math lessons

Prior knowledge/Just in Time support     &     Enrichment RTTB   Lesson 22  Road Race  & Lesson 23 Colorful Quilts

Interactive manipulatives

MUST DO/Core Resources:  

Ready Teacher Toolbox        Lesson 26: Measure Length and Plot Data on Line Plots -Sessions 1-4 

Assessment Tasks  3.MD.4    Frayer Model Assessment        Proficiency Rubrics    3.MD.4                   IAR sample questions

CAN DO/Additional Resources:

Math in Practice  3.MD.4 Module 13 (p286)     Math in Practice lesson slides and Essential Question Guide   MIP Resource folder      

Open Middle tasks Printable activities & Centers                 Nearpod Math lessons

Prior knowledge/Just in Time support     &     Enrichment RTTB   Lesson 26 How Much Ribbon?

Interactive manipulatives

“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104

There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed.  Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).

Ideas for closure activities

Prior knowledge

2.G.3    Banana Split Party     Fraction Flowers      Rows, Columns, Squares Partition Rectangles Practice

2.MD.9    Pencil Plot     Measuring Things in the Classroom

Nearpod Math lessons

Enrichment

• Inside Mathematics Problem Solving- leveled problems

These are activities to give students mixed, spaced practice based on the big ideas for 3rd grade math.

Time to hour, half hour, and five minutes (1st/2nd)

• Time Bingo  (hour/half hour)

• Time Bingo  (to five minutes)

• MLC Math at Home problem solving & games

Multiplication/Division Word Problems (3rd  Q4)

• Using Multiplication to Solve Division

• Write Your Own Multiplication & Division Stories

• MLC Math at Home problem solving & games

Spiral Practice

These resource sheets are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.   Please select pages carefully based on your students' needs. 

You may have students work on these with a partner, independently with an answer key to self-check (tip: use sheet protectors), or as a journal response.   It is not necessary to have students complete a page every day- the intent is to have opportunities to spiral concepts for mixed practice, not do "busy" work.

Expanding Multiplication