Curriculum / Math / 3rd Grade / Unit 6: Fractions / Lesson 15
Math
Unit 6
3rd Grade
Lesson 15 of 24
Jump To
Explain equivalence by manipulating units and reasoning about their size.
The core standards covered in this lesson
3.NF.A.3.A — Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
3.NF.A.3.B — Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.
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 foundational standards covered in this lesson
2.MD.A.2 — Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
The essential concepts students need to demonstrate or understand to achieve the lesson objective
Suggestions for teachers to help them teach this lesson
This lesson previews the work of Grade 4 of developing an algorithm for finding equivalent fractions, but it also recaps every case of equivalent fractions students have seen thus far in the unit. Therefore, this lesson is optional though highly encouraged since it serves to summarize their work thus far as well as connect to future work on the topic.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding
a.
Partition the following area model into thirds. Then write a fraction to represent the whole.
Partition the following area model into sixths. Then write a fraction to represent the whole.
Partition the following area model into ninths. Then write a fraction to represent the whole.
b. What do you notice about the number of parts and the size of each part in each model in Part (a)? What do you wonder?
Problem Set
Unlock the answer keys for this lesson's problem set and extra practice problems to save time and support student learning.
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Two fractions have different numerators and denominators. Is it possible for the two fractions to be located at the same point on the number line? Why or why not?
An example response to the Target Task at the level of detail expected of the students.
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
Answer keys for Problem Sets and Extra Practice Problems are available with a Fishtank Plus subscription.
Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.
Lesson 14
Lesson 16
Topic A: Understanding Unit Fractions and Building Non-Unit Fractions
Partition a whole into equal parts using area models, identifying fractional units.
3.G.A.2 3.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.
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
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.2 3.NF.A.3.C
Place various fractions on a number line where the given interval is not a whole.
3.NF.A.2 3.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.A 3.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.
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
3.NF.A.3.C
3.NF.A.3.A 3.NF.A.3.B 3.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).
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
Access rigorous, relevant, and adaptable math lesson plans for free