Curriculum / Math / 3rd Grade / Unit 6: Fractions / Lesson 14
Math
Unit 6
3rd Grade
Lesson 14 of 24
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Lesson Notes
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Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
The core standards covered in this lesson
3.NF.A.3.C — Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Example: express 3 in the form 3 = 3/1; recognize that 6/1 = 6. Example: locate 4/4 and 1 at the same point of a number line diagram.
The essential concepts students need to demonstrate or understand to achieve the lesson objective
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Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding
25-30 minutes
a. Partition the following number line into thirds. Write each whole number as a fraction.
b. Partition the following number line into halves. Write each whole number as a fraction.
c. Partition the following number line into wholes. Write each whole number as a fraction.
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Grade 3 Mathematics > Module 5 > Topic E > Lesson 25 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..
a. On each number line below, circle the fractions that are equivalent to whole numbers. Explain how you know.
b. We can write $$\frac{4}{2}=2$$ to show that $$\frac{4}{2}$$ and $$2$$ are at the same location on the number line, so they are equivalent. Write 5 more equations to show fractions that are equivalent to whole numbers. Use the number lines if they are helpful.
c. Decide if each fraction is equivalent to a whole number. Use number lines if they are helpful.
Activity 1, accessed on Feb. 3, 2023, 6:55 p.m., is licensed by Illustrative Mathematics under either the CC BY 4.0 or CC BY-NC-SA 4.0. For further information, contact Illustrative Mathematics.
Work with your group to complete the table. In each column, write fractions that are equivalent to the whole number in the top row.
Activity 2, accessed on Feb. 3, 2023, 7:13 p.m., is licensed by Illustrative Mathematics under either the CC BY 4.0 or CC BY-NC-SA 4.0. For further information, contact Illustrative Mathematics.
15-20 minutes
Problem Set
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
5-10 minutes
Which fraction is equivalent to a whole number? Select the three correct answers.
Is $$\frac{14}{3}$$ equivalent to a whole number? Show or explain your reasoning.
Write 1 as a fraction. Show or explain your reasoning.
The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.
Extra Practice Problems
Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.
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Explain equivalence by manipulating units and reasoning about their size.
Topic A: Understanding Unit Fractions and Building Non-Unit Fractions
Partition a whole into equal parts using area models, identifying fractional units.
Standards
3.G.A.23.NF.A.1
Partition a whole into equal parts using tape diagrams (i.e., fraction strips), identifying and writing unit fractions in fraction notation.
Partition a whole into equal parts using area models and tape diagrams, identifying and writing non-unit fractions in fraction notation.
3.NF.A.1
Identify fractions of a whole that is not partitioned into equal parts.
Draw the whole when given the unit fraction.
Identify a shaded fractional part in different ways, depending on the designation of the whole.
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Topic B: Fractions on a Number Line
Partition a number line from 0 to 1 into fractional units.
3.NF.A.2
Place any fraction on a number line with endpoints 0 and 1.
Place any fraction on a number line with endpoints 0 and another whole number greater than 1.
Place any fraction on a number line with endpoints greater than 0.
3.NF.A.23.NF.A.3.C
Place various fractions on a number line where the given interval is not a whole.
3.NF.A.23.NF.A.3.D
Topic C: Equivalent Fractions
Understand two fractions as equivalent if they are the same point on a number line referring to the same whole. Use this understanding to generate simple equivalent fractions.
3.NF.A.3.A3.NF.A.3.B
Understand two fractions as equivalent if they are the same sized pieces of the same sized wholes, though not necessarily the same shape. Use this understanding to generate simple equivalent fractions.
3.NF.A.3.C
3.NF.A.3.A3.NF.A.3.B3.NF.A.3.C
Topic D: Comparing Fractions
Compare unit fractions (a unique case of fractions with the same numerators) by reasoning about the size of their units. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <.
3.NF.A.3.D
Compare fractions with the same numerators by reasoning about the size of their units. Record the results of comparisons with the symbols >, =, or <.
Compare fractions with the same denominators by reasoning about their number of units. Record the results of comparisons with the symbols >, =, or <.
Compare and order fractions using various methods.
3.NF.A.3
Understand fractions as numbers.
3.NF.A
Topic E: Line Plots
Measure lengths to the nearest half inch.
3.MD.B.4
Measure lengths to the nearest quarter inch.
Generate measurement data and represent it in a line plot.
Create line plots (dot plots).
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