3_4_1M


 * Grade: 3 Unit: 4 Week: 1 Content: Math Dates: 1/7-1/11 **


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


 * Essential Questions: **
 * How can I find equal parts of a whole and name them with fractions?
 * How can I divide an area into equal parts?
 * How can I name fractional parts with unit fractions?
 * How can I order unit fractions?
 * How can I demonstrate that different-shaped pieces that are the same fractions of the same
 * area have equal area?
 * How can I name fractional parts with fractions that have numerators greater than 1?


 * 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.


 * Objectives **
 * Find equal parts of a whole and name them with fractions.
 * Divide an area into equal parts.
 * Name fraction parts with unit fractions.
 * Order unit fractions.
 * Demonstrate that different-shaped pieces that are the same fraction of the same area have equal parts.
 * Name fractional parts with fractions that have numerators greater than 1.
 * Use representations to combine fractions that sum to 1.

1.Product: Harcourt, pg 594-Performance Assessment-Task A
 * Assessment **

2.Key Questions (match Standard)
 * Do students make equal pieces?
 * Can students prove that their shares are equal by cutting, measuring, folding, or reasoning?
 * Can students label the shares with a fraction name?
 * Do students create pieces that are the same size?
 * Can students correctly label their pieces?
 * Do students judge the size of each fraction by measuring one against the other in some way?
 * Do students use the denominator to determine the size of the fraction?
 * Can students fold the whole piece of paper into equal pieces for each fraction?
 * Can students correctly label both unit fractions and fractions with numerators greater than one?
 * Can students produce pieces that represent a particular fraction?
 * Can students combine both like and unlike fractions to make a whole?

3.Observable Student Behaviors (Performance) Students make equal pieces.
 * Students can prove that their shares are equal by cutting, measuring, folding, or reasoning?
 * Students label the shares with a fraction name.
 * Students judge the size of each fraction by measuring one against the other in some way.
 * Students use the denominator to determine the size of the fraction.
 * Students fold the whole piece of paper into equal pieces for each fraction.
 * Students correctly label both unit fractions and fractions with numerators greater than one.
 * Students produce pieces that represent a particular fraction.
 * Students combine both like and unlike fractions to make 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 1.1, 1.2, 1.3


 * 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 **

Jump, Kangroo, Jump-Stuart Murphy
 * Literary Texts **
 * Informational Texts **
 * ** List **


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


 * Manipulatives **


 * Games **
 * ** List **


 * Sight Words **
 * ** List **

Fractions Recognize and model equivalent fracQons with concrete objects or pictures. IdenQfy fracQonal parts of a group.
 * Smartboard Lessons, Promethean Lessons **
 * AEGOM Lesson G3M0143 **

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 **
 * Other Activities, etc. **
 * Harcourt 3.1, 3.2, 3.3, 3.4, 3.5
 * SuperSource-Cuinsenaire Rods-p.26
 * About Teaching Mathematics –p.223-237

Lesson Plan


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