| Code |
Description |
| MA.3.FR.2.1: | Plot, order and compare fractional numbers with the same numerator or the same denominator.Clarifications:
Clarification 1: Instruction includes making connections between using a ruler and plotting and ordering fractions on a number line.
Clarification 2: When comparing fractions, instruction includes an appropriately scaled number line and using reasoning about their size.
Clarification 3: Fractions include fractions greater than one, including mixed numbers, with denominators limited to 2, 3, 4, 5, 6, 8, 10 and 12. |
|
| MA.3.FR.2.2: | Identify equivalent fractions and explain why they are equivalent.Clarifications:
Clarification 1: Instruction includes identifying equivalent fractions and explaining why they are equivalent using manipulatives, drawings, and number lines.
Clarification 2: Within this benchmark, the expectation is not to generate equivalent fractions. Clarification 3: Fractions are limited to fractions less than or equal to one with denominators of 2, 3, 4, 5, 6, 8, 10 and 12. Number lines must be given and scaled appropriately.
|
|
This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Fraction Camp! Fractions Greater Than 1 on a Number Line: | Joey uses his knowledge of fractions to win games at camp by knowing where fractions greater than one are located on number lines, in this interactive tutorial. |
| Nature Walk: Fractions Less Than 1 on a Number Line: | Learn to use number lines to represent fractions as Emmy explores nature in this interactive tutorial. |
| Finding Fractions at Camp: Fractions on a Number Line: | Joey learns about the location of unit fractions on a number line while at camp in this interactive tutorial. |
| Lesson 22 Video: MEA Animal Meal Planning Part 2: | In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA). In the optional twist, students will need to modify their original diet for a senior chimpanzee. The first video provided meal planning information to add to the knowledge students gained throughout the unit to start the challenge.
|
| Lesson 22 Video: MEA Animal Meal Planning: | In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides meal planning information to add to the knowledge students gained throughout the unit. Students will be asked to develop a varied diet for a chimpanzee at the CPALMS Rehabilitation and Conservation Center based on the color, shape, texture, and hardness of the food.
In the optional twist, students will need to modify their original diet for a senior chimpanzee. The optional twist also has a SaM-1 video to introduce the twist challenge. |
| Equal Fractions in Disguise: | Learn how different-sized fractional parts can represent the same amount of a whole, different-sized fractional parts in different orientations can represent the same amount of a whole, and a number line can be used to represent fractional parts of a whole in this interactive tutorial. |
| Name |
Description |
| Four Fourths: | Students are given a number line scaled by fourths and ask to label the notches. |
| Generating Equivalent Fractions: | Students are given a familiar fraction and asked to generate an equivalent fraction justifying their reasoning. |
| Comparing Fractions: | Students compare two pairs of fractions and record their comparisons using the less than or greater than symbols. |
| The Cake Problem: | Students compare two fractional parts of two different wholes. |
| Equivalent Fractions: | Students determine whether or not fractions are equivalent. |
| Four-Sixths on the Number Line: | Students are asked to use a number line that includes the location of zero and one-sixth to find the location of four-sixths. |
| One-Third on the Number Line: | Students are given four number line diagrams and asked to choose the one that correctly shows the location of one-third. |
| Five-Eighths on the Number Line: | Students are asked to locate five-eighths on a number line that has been anchored by zero and one, but that has not yet been scaled. |
| Three-Fourths on the Number Line: | Students are asked to scale a number line from zero to one so that they can find the location of three-fourths. |
| Name |
Description |
| Fractions and Civics 3: | Students will conduct surveys, tally results, and represent the data on graphs. In this lesson, students will also represent data in fractions, equivalent fractions and learn how citizens demonstrate civility, cooperation, volunteerism and other civic virtues. Math and Civics are integrated in this lesson plan. |
| Fraction Action!: | This lesson will help students understand that fractions are parts of a whole. The lesson introduces fractional parts using familiar manipulatives. |
| The Pizza Exchange: | The students will receive paper pizzas that are divided into different fractional parts. They will decorate their pizza, and then make equal trades with classmates to explore equivalence of fractions. |
| Would You Rather?: | This lesson is designed to help students generate rules for comparing fractions. The students will use fraction tiles to discover ways to compare fractions with the same denominator or fractions with the same numerator. They will also begin to use benchmark fractions to help make comparisons and complete inequalities. |
| Would you rather have?: | Would you rather have 2/4 or 6/12 of a Hershey Chocolate Bar? The students will create a fraction tool kit from construction paper to investigate equivalent fractions using rectangular area models. |
| Who has more? Using the size of the fractional part to compare.: | Students explore how they can compare fractions by considering the denominator. Students use real world examples to create models and demonstrate that the size of the piece decreases as the denominator increases. |
| Interactive Fraction Number Lines: | In this lesson students make number lines out of sentence strips to plot, order, and compare fractions with the same denominators. |
| Comparing Fractions: | In this lesson, students will demonstrate their understanding of comparing fractions with the same denominator through engaging problem solving. Students will plot fractions on a numberline, play fraction war and complete a worksheet. |
| Comparing Fractions with Brownies: | Students will demonstrate their understanding of comparing fractions with the same numerator through engaging problem solving using real-world application with brownies as a model. Students will be actively engaged in a fraction war game and "would you rather have" statements to solidify their understanding of comparing fractions with the same numerator. |
| Fractions on a Number line: | In this lesson, students will place fractions on a number line and identify equivalent fractions. Students will explain the definition of equivalent fractions. |
| Equivalent Fractions: It Means the Same: | In this lesson, students will use fold papers to create models to represent equivalent fractions. They will be able to identify representations of equivalence. |
| Comparing and Placing Unit Fractions on a Number Line: | In this lesson, 3rd grade students will compare fractions which have the same numerator and explain their reasoning. The students will be able to compare the fractions by correctly placing them on a number line. |
| Magnified Inches: | This lesson provides a parallel between fraction strips (something students should be familiar with) and measuring length with a ruler past one inch including quarters. This lesson is the follow-up to The Magnified Inch, Resource ID 46593. |
| The Fraction String: | In this lesson students create a model of a number line using string and adding machine tape. Students discover how to partition the string into equal sections, and name the fractional pieces, including fractions greater than 1. |
| The Magnified Inch: | This lesson provides a parallel between fraction strips (something students should be familiar with) and measuring with a ruler up to an inch including quarters. |
| Name |
Description |
| Comparing Fractions with a Different Whole: | This task is meant to address a common error that students make, namely, that they represent fractions with different wholes when they need to compare them. This task is meant to generate classroom discussion related to comparing fractions. |
| Comparing Fractions: | The purpose of this task is for students to compare fractions using common numerators and common denominators and to recognize equivalent fractions. |
| Closest to 1/2: | How students tackle the problem and the amount of work they show on the number line can provide insight into the sophistication of their thinking. As students partition the interval between 0 and 1 into eighths, they will need to recognize that 1/2=4/8. Students who systematically plot every point, even 9/8, which is larger even than 1 may still be coming to grips with the relative size of fractions. |
| Locating Fractions Greater than One on the Number Line: | The goal of this task is to help students gain a better understanding of fractions and their place on the number line. |
| Jon and Charlie's Run: | The purpose of this task is to present students with a context where they need to explain why two simple fractions are equivalent and is most appropriate for instruction. |
| Find 2/3: | This simple-looking problem reveals much about how well students understand unit fractions as well as representing fractions on a number line. |
| Find 1: | This task includes the seeds of several important ideas. Part a presents the student with the opportunity to use a unit fraction to find 1 on the number line. Part b helps reinforce the notion that when a fraction has a numerator that is larger than the denominator, it has a value greater than 1 on the number line. |
| Ordering Fractions: | The purpose of this task is to extend students' understanding of fraction comparison and is intended for an instructional setting. |
| Locating Fractions Less than One on the Number Line: | In every part of this task, students must treat the interval from 0 to 1 as a whole, partition the whole into the appropriate number of equal sized parts, and then locate the fraction(s). |
Vetted resources students can use to learn the concepts and skills in this topic.
| Title |
Description |
| Fraction Camp! Fractions Greater Than 1 on a Number Line: | Joey uses his knowledge of fractions to win games at camp by knowing where fractions greater than one are located on number lines, in this interactive tutorial. |
| Nature Walk: Fractions Less Than 1 on a Number Line: | Learn to use number lines to represent fractions as Emmy explores nature in this interactive tutorial. |
| Finding Fractions at Camp: Fractions on a Number Line: | Joey learns about the location of unit fractions on a number line while at camp in this interactive tutorial. |
| Lesson 22 Video: MEA Animal Meal Planning Part 2: | In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA). In the optional twist, students will need to modify their original diet for a senior chimpanzee. The first video provided meal planning information to add to the knowledge students gained throughout the unit to start the challenge.
|
| Lesson 22 Video: MEA Animal Meal Planning: | In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides meal planning information to add to the knowledge students gained throughout the unit. Students will be asked to develop a varied diet for a chimpanzee at the CPALMS Rehabilitation and Conservation Center based on the color, shape, texture, and hardness of the food.
In the optional twist, students will need to modify their original diet for a senior chimpanzee. The optional twist also has a SaM-1 video to introduce the twist challenge. |
| Equal Fractions in Disguise: | Learn how different-sized fractional parts can represent the same amount of a whole, different-sized fractional parts in different orientations can represent the same amount of a whole, and a number line can be used to represent fractional parts of a whole in this interactive tutorial. |
| Title |
Description |
| Comparing Fractions with a Different Whole: | This task is meant to address a common error that students make, namely, that they represent fractions with different wholes when they need to compare them. This task is meant to generate classroom discussion related to comparing fractions. |
| Comparing Fractions: | The purpose of this task is for students to compare fractions using common numerators and common denominators and to recognize equivalent fractions. |
| Closest to 1/2: | How students tackle the problem and the amount of work they show on the number line can provide insight into the sophistication of their thinking. As students partition the interval between 0 and 1 into eighths, they will need to recognize that 1/2=4/8. Students who systematically plot every point, even 9/8, which is larger even than 1 may still be coming to grips with the relative size of fractions. |
| Locating Fractions Greater than One on the Number Line: | The goal of this task is to help students gain a better understanding of fractions and their place on the number line. |
| Jon and Charlie's Run: | The purpose of this task is to present students with a context where they need to explain why two simple fractions are equivalent and is most appropriate for instruction. |
| Find 2/3: | This simple-looking problem reveals much about how well students understand unit fractions as well as representing fractions on a number line. |
| Find 1: | This task includes the seeds of several important ideas. Part a presents the student with the opportunity to use a unit fraction to find 1 on the number line. Part b helps reinforce the notion that when a fraction has a numerator that is larger than the denominator, it has a value greater than 1 on the number line. |
| Ordering Fractions: | The purpose of this task is to extend students' understanding of fraction comparison and is intended for an instructional setting. |
| Locating Fractions Less than One on the Number Line: | In every part of this task, students must treat the interval from 0 to 1 as a whole, partition the whole into the appropriate number of equal sized parts, and then locate the fraction(s). |
Vetted resources caregivers can use to help students learn the concepts and skills in this topic.
| Title |
Description |
| Comparing Fractions with a Different Whole: | This task is meant to address a common error that students make, namely, that they represent fractions with different wholes when they need to compare them. This task is meant to generate classroom discussion related to comparing fractions. |
| Comparing Fractions: | The purpose of this task is for students to compare fractions using common numerators and common denominators and to recognize equivalent fractions. |
| Closest to 1/2: | How students tackle the problem and the amount of work they show on the number line can provide insight into the sophistication of their thinking. As students partition the interval between 0 and 1 into eighths, they will need to recognize that 1/2=4/8. Students who systematically plot every point, even 9/8, which is larger even than 1 may still be coming to grips with the relative size of fractions. |
| Locating Fractions Greater than One on the Number Line: | The goal of this task is to help students gain a better understanding of fractions and their place on the number line. |
| Jon and Charlie's Run: | The purpose of this task is to present students with a context where they need to explain why two simple fractions are equivalent and is most appropriate for instruction. |
| Find 2/3: | This simple-looking problem reveals much about how well students understand unit fractions as well as representing fractions on a number line. |
| Find 1: | This task includes the seeds of several important ideas. Part a presents the student with the opportunity to use a unit fraction to find 1 on the number line. Part b helps reinforce the notion that when a fraction has a numerator that is larger than the denominator, it has a value greater than 1 on the number line. |
| Ordering Fractions: | The purpose of this task is to extend students' understanding of fraction comparison and is intended for an instructional setting. |
| Locating Fractions Less than One on the Number Line: | In every part of this task, students must treat the interval from 0 to 1 as a whole, partition the whole into the appropriate number of equal sized parts, and then locate the fraction(s). |
