3_4_2M


 * Grade: 3 Unit: 4 Week: 2 Content: Math Dates: 1/14-1/18 **


 * Theme Essential Question **** : What do fractions mean? **
 * Essential Questions: **
 * How can I divide a group into equal parts and name the parts with fractions?
 * How can I represent fractions on a number line?
 * How can I identify equivalent fractions?
 * How can I compare fractions?
 * What makes fractions equivalent?
 * 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.3d ** 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.


 * Objectives **
 * Represent fractions on a number line.
 * Identify equivalent fractions.
 * Compare fractions.
 * Identify equivalent fractions.
 * Divide a group into equal parts and name the parts with fractions.


 * Assessment **
 * Product:
 * In a bag, place several fraction cards. In groups, students should draw two card out of the bag and then convience their group which one is the largest.


 * Key Questions (match Standard)
 * How do students divide the number line into equal fractional parts?
 * How do students divide and label the number lines?
 * How do students explain how they know which fraction is greater?
 * Can students find and name fractional parts of 12 objects?
 * Can students use pictures or models to show that they have identified the correct fraction?

fraction.
 * Observable Student Behaviors (Performance)
 * Students divide the number line into equal fractional parts.
 * Students divide and label the number line.
 * Students explain how they know which fraction is greater.
 * Students find and name fractional parts of 12 objects.
 * Students use pictures or models to show that they have identified the correct
 * ** 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 fractions 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 1.4a, 1.4b, 1.4


 * 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 **
 * Dinosaur Deals-Stuart Murphy
 * Give Me Half-Stuart Murphy


 * Informational Texts **
 * ** List **


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


 * Manipulatives **


 * Games **
 * ** List **


 * Sight Words **
 * ** List **

**AEGOM Lesson G3M01**43 Fractions Recognize and model equivalent fracQons with concrete objects or pictures. IdenQfy fracQonal parts of a group.
 * Smartboard Lessons, Promethean Lessons **

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

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. **
 * Harcourt 3.1, 3.2, 3.3, 3.4, 3.5
 * OnCore L59, 60, 61
 * FractionWorks Gr 3
 * The SuperSource-Pattern Blocks-pg. 86-89

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"]]