3_4_4M


 * Grade: 3Unit: 4 Week: 4** **Content: Math Dates: 1/28-2/1**


 * Theme Essential Question **** : What do fractions mean? **
 * Essential Questions: **


 * How can I identify equivalent fractional parts?
 * How can I use fraction notation to record equivalencies?
 * How can I use representations to combine fractions that sum to 1?
 * How can I use representations to combine fractions to equal other fractions?


 * 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.3c ** Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
 * ** 3.NF.2a ** 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 equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
 * ** 3.NF.2b ** 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.3b ** Recognize and generate simple equivalent fractions, Explain why the fractions are equivalent, e.g., by using a visual fraction model.

Students will create a number line from 0 to 2 using a sentence strip. The teacher should then draw 10 fraction cards from a bag, one at a time. Students should plot the fractions on their number line and be ready to justify their thinking. (When creating your fraction cards make sure to include fractions greater than one.)
 * Objectives **
 * Use fraction notation to record equivalencies.
 * Use representations to combine fractions that sum to 1.
 * Use representations to combine fractions to equal other fractions.
 * Identify equivalent fractional parts.
 * Assessment **
 * Product:
 * Key Questions (match Standard)
 * Do students recognize how much of a hexagon pattern block is designated by the fractions on the fraction number cube (1/2, 1/3, 1/6, 2/3, 5/6)?
 * Do students recognize equivalent fractional amounts?
 * Do students recognize that a fraction in which the numerator is half of the denominator is equal to ½?
 * Do students know other common fraction equivalencies, such as 1/3=2/6?
 * Can students combine fractions to equal a whole?


 * Observable Student Behaviors (Performance)
 * Students recognize how much of a hexagon pattern block is designated by the fractions on the fraction number cube.
 * Students recognize equivalent fractional amounts.
 * Students recognize that a fraction in which the numerator is half of the denominator is equal to ½?
 * Students can make other common fraction equivalencies.
 * Students can combine fractions to equal a whole.


 * **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 ||  ||   ||
 * Vocabulary **
 * ** Math ** || || ||
 * equal parts


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

Investigations-Gr. 3, Unit 7 Finding Fair Shares-Lessons 2.2, 2.3, 2.4


 * 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 **

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 * 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 **

Add and Subtract FracQons with Like Denominators Develop fluency with addition and subtraction of non-- ‐ negative rational numbers with like denominators.
 * AEGOM Lesson G3M014 **

Fractions Use ½ and ¼ appropriately. Picture and name fractions.
 * AEGOM Lesson K2M007 **

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


 * Other Activities, etc **.
 * FractionWorks

Lesson Plan


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