Buildboldfutures.org



Grade 3 UNIT 5: Fractions as Numbers on the Number Line Unit Instructional Days: 35

|Essential Question |Key Concepts |Cross Curricular Connections |

|How does changing the size of the whole affect the size of the |Partition a Whole into Equal Parts: Identify and Count Unit Fractions as 1 |Social Studies: When exploring other cultures research the different |

|fraction? |Half, 1 Third, 1 Fourth, etc.; Specify the Whole as 2, 3, and 4 Equal |races, religions, ages, and genders of the population and determine what|

| |Parts, etc. |fraction of the total population they comprise. Compare and discuss the |

|Unit Vocabulary |Identify Unit Fractions and Clarify Their Relationship the Whole |different fractions and the cultural or gender differences of that area.|

|Unit fraction Equal shares |Compare Unit Fractions and Specify the Whole by Reasoning About Size* | |

|Non-unit fraction Whole |Represent and the Compare Fractions on Number Line Diagram | |

|Fractional unit Fractions |Equivalent Fractions |Science: When learning about weather research the different weather |

|Equal parts Partition |Compare and Order Fractions About Their Size** |patterns of the community and determine what fraction of the days are |

|Unit interval | |sunny, rainy, snowing, etc. Compare these results to the averages. |

|Equivalent fraction | | |

|Copies |*Assessments |Extend: Keep a weather calendar in the classroom and find weather |

|Number line |*Mid-Module Assessment: After Section C |fractions each month. Compare the data to the previous month. How did |

|Arrays |(2 days, included in Unit Instructional Days) |the weather change? How did it stay the same? |

|Halves, thirds, fourths, sixths, eighths (1/2, 1/3, 1/4, 1/6, | | |

|1/8) |**End-of-Module Assessment: after Section F (2days, included in Unit | |

|Half of, one third of, one fourth of, etc. (1/2, 1/3, 1/4, 1/6, |Instructional Days) | |

|1/8) | | |

|=, (equal, less than, greater than) | | |

|Mathematical Practices |

|MP.2 Reason abstractly and quantitatively. Students represent fractions concretely, pictorially, and abstractly and move back and forth between representations. Students also represent word problems involving |

|fractions pictorially and then express the answer in the context of the problem. |

|MP.3 Construct viable arguments and critique the reasoning of others. Students reason about the area of a shaded region to decide what fraction of the whole it represents. |

|MP.6 Attend to precision. Students specify the whole amount when referring to a unit fraction and explain what is meant by equal parts in their own words. |

|MP.7 Look for and make use of structure. Students understand the unit fraction as the basic building block or structure of all fractions on the number line. |

|Unit Outcome (Focus) |

|In this 35-day Grade 3 Unit, students extend and deepen Grade 2 practice with equal shares to understanding fractions as equal partitions of a whole (2.G.3). Their knowledge becomes more formal as they work with |

|area models and the number line. |

Unit 5 SECTION A: Partition a Whole into Equal Parts Instructional Days: 4

|Essential Question |Key Objectives |

|How does changing the size of the whole |Specify and partition a whole into equal parts, identifying and counting unit fractions using concrete models. |

|affect the size of the fraction? |Specify and partition a whole into equal parts, identifying and counting unit fractions by folding fraction strips. |

| |Specify and partition a whole into equal parts, identifying and counting unit fractions by drawing pictorial area models. |

| |Represent and identify fractional parts of different wholes. |

|Comments |Standard No. |Standard |Priority |

| | |( Major Standard ( Supporting Standard ( Additional Standard | |

| | |( Standard ends at this grade ( Fluency Standard | |

|Section A opens Unit 5 with students actively|3.G.2 |Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a |( |

|partitioning different models of wholes into |(DOK 1) |shape into 4 parts with equal area and describe the area of each part as ¼ of the area of the shape. | |

|equal parts (e.g., concrete models, fraction | | | |

|strips, and drawn pictorial area models on | |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 | |

|paper). They identify and count equal parts |3.NF.1 |the quantity formed by a parts of size 1/b. |( |

|as 1 half, 1 fourth, 1 third, 1 sixth, and 1 |(DOK 1) | | |

|eighth in unit form before an introduction to| | | |

|the unit fraction 1/b (3.NF.1). | | | |

Unit 5 SECTION B: Partition a Whole into Equal Parts Instructional Days: 4

|Essential Question |Key Objectives |

|How does changing the size of the whole |Specify and partition a whole into equal parts, identifying and counting unit fractions using concrete models. |

|affect the size of the fraction? |Specify and partition a whole into equal parts, identifying and counting unit fractions by folding fraction strips. |

| |Specify and partition a whole into equal parts, identifying and counting unit fractions by drawing pictorial area models. |

| |Represent and identify fractional parts of different wholes. |

|Comments |Standard No. |Standard |Priority |

| | |( Major Standard ( Supporting Standard ( Additional Standard | |

| | |( Standard ends at this grade ( Fluency Standard | |

|In Section B, students compare unit fractions|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 | ( |

|and learn to build non-unit fractions with |(DOK1) |the quantity formed by a parts of size 1/b. | |

|unit fractions as basic building blocks | | | |

|(3.NF.3d). This parallels the understanding |3.NF.3c |Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. |( |

|that the number 1 is the basic building block|(DOK2) |c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form of 3 | |

|of whole numbers. | |= 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. | |

| | | | |

| | |Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a | |

| | |shape into 4 parts with equal area and describe the area of each part as 1/4 of the area of the shape. | |

| |3.G.2 | | |

| |(DOK2) | |( |

Unit 5 * SECTION C: Compare Units Fractions and Specify the Whole by Reasoning About Size Instructional Days: 4

|Essential Question |Key Objectives |

|How does changing the size of the whole |Compare unit fractions by reasoning about their size using fraction strips. |

|affect the size of the fraction? |Compare unit fractions with different sized models representing the whole. |

| |Specify the corresponding whole when presented with one equal part. |

| |Identify a shaded fractional part in different ways depending on the designation of the whole. |

|Comments |Standard No. |Standard |Priority |

| | |( Major Standard ( Supporting Standard ( Additional Standard | |

| | |( Standard ends at this grade ( Fluency Standard | |

|In Section C, students practice comparing |3.NF.3d |Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. | ( |

|unit fractions with fraction strips, |(DOK2) |d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid | |

|specifying the whole and labeling fractions | |only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or , =, or , =, or ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download