3_4_5M


 * Theme Essential Question **** : What do fractions mean? **
 * Essential Questions: **
 * How can I identify equivalent fractions and decimals for values involving halves and fourths?
 * How can I read, write and interpret the meaning of the decimal numbers 0.50, 0.25 and numbers greater than 1 with these decimal portions, such as 2.5 and 2.25?


 * Standards **
 * ** 3.NF.1 ** Develop understanding of fractions as numbers. 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 fromed by a parts of size 1/b.
 * ** 3.G.2 ** Reason with shapes and their attributes. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that shared attributes can define a a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
 * ** 3.NF.3a ** Understand two fractions as equivalent if they are the same size, or the same point on a number line.
 * ** 3.NF.3b ** Recognize and generate simple equivalent fractions, Explain why the fractions are equivalent, e.g., by using a visual fraction model.


 * Objectives **
 * Identify equivalent fractions and decimals for values involving halves and fourths.
 * Read, write and interpret the meaning of the decimal numbers 0.50, 0.25 and numbers greater than1 with these decimal portions, such as 2.5 and 2.25.
 * Find equal parts of a whole and name them with fractions.
 * Divide an area into equal parts.
 * Use representation to combine fractions that sum to 1.
 * Identify equivalent fractional parts.

Harcourt-p. 590-It’s in the bag-Fraction Trade Game
 * Assessment **
 * Product:


 * Key Questions (match Standard)
 * Can students determine which items can be split and which cannot?
 * Can students accurately divide an amount of money?
 * When students see 2.25 on the calculator, what do they think this means?
 * Can students accurately share each amount of money?
 * Can students notate amounts of money?
 * Can students equally share amounts of money?
 * Do students use coins and deal them out or do they use their knowledge of money
 * equivalencies to determine how much each person will get?
 * Can students identify common fraction and decimal equivalents?
 * Do students use reasoning about fraction relationships to determine the quantity
 * and number shares?
 * Do students use money or cut up rectangles to determine the total and number of
 * shares?


 * Observable Student Behaviors (Performance)
 * Students are able to determine which items can be split and which cannot.
 * Students can accurately divide an amount of money.
 * Given 2.25 on a calculator, students are able to interpret the meaning.
 * Students accurately share an amount of money.
 * Students notate amounts of money.
 * Students equally share amounts of money.
 * Students use their knowledge of money equivalencies to determine how much
 * each person will get.
 * Students identify common fraction and decimal equivalents.
 * Students use reasoning about fraction relationships to determine the quantity
 * and number shares.
 * Students can determine the total and number of shares.


 * ** Mathematical Practices **
 * Make sense of problems and persevere in
 * solving them.
 * Reason abstractly and quantitatively.
 * 3. Construct viable arguments and critique the reasoning of others.
 * Model with mathematics.
 * Use appropriate tools strategically.
 * Attend to precision.
 * Look for and make use of structure.
 * 8. Look for and express regularity in repeated reasoning. ||

whole fraction unit fraction equivalent fractions fraction greater than 1 denominator numerator Fourths, halves, thirds, etc decimal decimal points ||  ||   ||
 * Vocabulary **
 * ** Math ** ||  ||   ||
 * equal parts


 * Suggested Activities ** [see Legend to highlight MCO and HYS]

Investigations-Gr. 3, Unit 7 Finding Fair Shares-Lessons 3.1, 3.2, 3.3, 3.4


 * Homework **


 * Terminology for Teachers **

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers ||
 * ** Multicultural Concepts **


 * Resources **
 * Professional Texts **


 * Literary Texts **
 * ** List **


 * Informational Texts **
 * ** List **


 * Art, Music, and Media **
 * ** List **


 * Manipulatives **


 * Games **
 * ** List **


 * Sight Words **
 * ** List **

Fractions Recognize and model equivalent fractions with concrete objects or pictures. Identify fractional parts of a group.
 * Smartboard Lessons, Promethean Lessons **
 * AEGOM Lesson G3M013 **

AEGOM Lesson G4M012 Equivalent Fractions Use models and points of reference to find equivalent fractions.


 * Other Activities, etc. **
 * FractionWorks Grade 3

Lesson Plan


 * = ===English===

Arts
||= Matrix ||= Resources ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Matrix ||= Resources ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Home K-2 ||= Home 3-5 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||= Unit 5 ||= Unit 6 ||
 * = ===Math=== ||= [[image:commoncorepcssd3/Actions-insert-table-icon.png link="commoncorepcssd3/3_4MMatrix"]]
 * = [[image:commoncorepcssd3/PCSSDlogo.JPG width="48" height="48" link="@commoncorepcssd/home"]]