NC.3.NF.1- Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned into equal parts;
NC.3.NF.2- Interpret fractions with denominators of 2, 3, 4, 6, and 8 using area and length models.
NC.3.NF.3- Represent equivalent fractions with area and length models by:
NC.3.NF.4- Compare two fractions with the same numerator or the same denominator by reasoning about their size, using area and length models, and using the >, <, and = symbols. Recognize that comparisons are valid only when the two fractions refer to the same whole with denominators: halves, fourths and eighths; thirds and sixths.
In this unit, students will begin to develop their conceptual understanding of fractions, equivalence, and comparisons. They will develop an understanding of unit fractions and the meaning of the numerator and denominator, while working with denominators of 2, 3, 4, 6, and 8. They will begin breaking wholes into fractions, such as one whole can be represented as 3/3.
Then students will discuss how 3/3 can be decomposed (broken apart) into unit fractions 1/3 + 1/3 + 1/3. Students will learn the following foundational understandings about fractions:
Students will also label and draw fractions using visual models and number lines. Within this unit, students focus on understanding equivalence and how to represent equivalence with fractions. This unit also focuses on building students’ ability to compare fractions with the same numerator or the same denominator by reasoning about the size of the fraction. This work focuses around comparing fractions from the same sized whole by reasoning about their size using models. Students will use the symbols >, <, and = to explain the comparison they are making between two fractions.
numerator
denominator
equal
fraction
equivalent
unit fraction
fractional units
half
halves
thirds
fourths
sixths
eighths
area model (bar or circle models)
length model (number line)