Curriculum / Math / 3rd Grade / Unit 6: Fractions / Lesson 22
Math
Unit 6
3rd Grade
Lesson 22 of 24
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Measure lengths to the nearest quarter inch.
The core standards covered in this lesson
3.MD.B.4 — Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
The foundational standards covered in this lesson
2.MD.A.1 — Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
The essential concepts students need to demonstrate or understand to achieve the lesson objective
Suggestions for teachers to help them teach this lesson
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Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding
Wendell and Robin are now trying to measure the length of a ladybug in their bug collection using half-inch rulers. The measurement is shown below.
How long would you say the ladybug is? Explain your thinking.
a. Construct a quarter-inch ruler by partitioning your half-inch rulers constructed from Template: Ruler in yesterday’s lesson into quarters of an inch.
b. Wendell and Robin use their quarter-inch rulers to measure the length of the ant in their bug collection, as shown below.
Wendell says the ant is $$\frac{1}{2}$$ inch long. Robin says it’s $$\frac{2}{4}$$ inch long. Who is correct: Wendell, Robin, both of them, or neither of them? Explain.
a. Find at least 4 objects in the classroom that have the lengths shown in the table.
b. Write one of the lengths above in a different way.
Illustrative Math Grade 3 Unit 6 Lesson 2 Activity 2, accessed on Jan. 31, 2023, 9:21 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.
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Opal is braiding a friendship bracelet and wants to know how much progress she has made. She measures the length of it as shown below.
What is the length of the friendship bracelet so far?
Friendship Bracelet Four Classical Element is made available on Wikimedia Commons under the CC BY-SA 4.0 license. Accessed Dec. 6, 2022, 3:46 p.m..
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
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Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.
Lesson 21
Lesson 23
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.
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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.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
Explain equivalence by manipulating units and reasoning about their size.
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
Generate measurement data and represent it in a line plot.
Create line plots (dot plots).
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