Download Unit 6 - Livingston County School District

Livingston County Schools
3rd Grade Unit 6 Fractions Including Time and Shapes
Math
Unit Overview
Students relate their fraction work to geometry. Students develop an understanding of fractions beginning with unit fractions. They use fractions
models to represent parts of a whole (e.g., time and shapes). Students understand that the size of a fraction part is relative to the size of the
whole. Students use fractions to represent numbers equal to, less than, greater than one. They solve problems that involve comparing fractions
to determine equivalence (equal numerators or denominators).
Length of unit: 6 weeks
KY Core Academic Standard
3.NF.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.2 Understand a
fraction as a number on the
number line; represent
fractions on a number line
diagram.
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
Learning Target
I can express fractions as equal
parts of a whole (¼ is the quantity
formed when the whole is
partitioned into 4 equal parts).
I can identify the fractional part of
a whole (2/3 is formed by 2 equal
parts of the whole partitioned into
3 equal parts (1/3 and 1/3 of the
whole 3/3)).
I can define the interval
(space/section) from 0 to 1 on a
number line as one whole.
I can divide one whole on a
number line into equal parts.
I can recognize that the equal parts
between 0 and 1 on a number line
are fractions of the whole.
K
X
X
R
S
P
Critical
Vocabulary
fraction
numerator
denominator
equal parts
whole
Texts/Resources/Activities
number line
halves (1/2)
thirds (1/3)
fourths (1/4)
sixths (1/6)
eighths (1/8)
Study Island
Discovery Education
Brain Pop Jr.
Super Teacher
Worksheets website
MacMillan Math Book
Study Island
Discovery Education
Brain Pop Jr.
Super Teacher
Worksheets website
MacMillan Math Book
equal parts. Recognize that
each part has size 1/b and
that the endpoint of the
part based on 0 locates the
number 1/b on the number
line.
b. Represent a fraction a/b
on a number line diagram
by marking off a lengths 1/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.3 Explain equivalence
of fractions in special cases,
and compare fractions by
reasoning about their size.
a. Understand two fractions
as equivalent (equal) if they
are the same size, or the
same point on a number
line.
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
I can explain that the end of each
equal part is represented by a
fraction (1/the number of equal
parts).
I-----------I----------I----------I----------I
0
1/4
1/4
1/4
1
X
I can represent each equal part on
a number line with a fraction
(denominators 2, 3, 4, 6, and 8).
I will mark off lengths on a number
line.
I-----------I----------I----------I----------I
0
1/4
2/4
3/4 4/4
X
I can place a fraction in the correct
location on a number line.
I can recognize simple equivalent
fractions (1/2=2/4=3/6).
X
X
equivalent
fractions
I can recognize whole numbers
written in fractional parts on a
number line.
greater than
(>)
less than (<)
I can recognize whether fractions
refer to the same whole (2/2=4/4
or 8/4=2/1).
I can compare fractions by
reasoning about their size to
determine equivalence.
equal to (=)
X
visual fraction
model
Study Island
Discovery Education
Brain Pop Jr.
Super Teacher
Worksheets website
MacMillan Math Book
using a visual fraction
model.
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.
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.
I can find equivalent fractions
using: +number lines +size +visual
fraction models.
I can explain how a fraction is
equivalent to a whole number
(2/2=1).
I can determine if comparisons of
fractions can be made.
I can compare two fractions with
the same numerator by reasoning
about their size.
I can compare two fractions with
the same denominator by
reasoning about their size.
I can compare fractions using the
symbols >, =, or <.
I can justify conclusions about the
equivalence of fractions.
I can model equivalent fractions.
I can generate simple equivalent
fractions.
Spiraled Standards: 3.OA.6, 3.OA.8, 3.NBT.1, 3.NBT.2, 3.MD.4,
3.G.2
X
HOT Questions:
3.NF.1 – Create a quadrilateral in which the shape is divided into four equal
parts with three of the parts shaded and write a fraction for the parts
shaded.
3.NF.2 – Explain, using a number line, that the end of each equal part is
represented by a fraction, and place a fraction in the correct location.
3.NF.3 – Create simple equivalent fractions, e.g., 1/2 = 2/4, and explain why
the fractions are equivalent by using a visual model.