Curriculum / Math / 3rd Grade / Unit 6: Fractions / Lesson 23
Math
Unit 6
3rd Grade
Lesson 23 of 24
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Generate measurement data and represent it in a line plot.
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.
2.MD.D.9 — Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
The essential concepts students need to demonstrate or understand to achieve the lesson objective
Plotting Xs above the corresponding value for each value in the data set,
Creating a label for the number line that describes the unit that is represented by the data, and
Creating a title for the line plot that explains what the data set as a whole represents.
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
Hui works at the Franklin Park Zoo. Below are all of the beetles in the beetle exhibit.
a. Hui is trying to figure out how many adult beetles versus baby beetles there are. Adult beetles are $$\frac{3}{4}$$ inch long or longer. How many of the beetles above are adults?
b. A visitor to the zoo asks what the most common length of an adult beetle is. Based on the beetles in the exhibit, what should Hui’s answer be?
3.10 LS3 Day 2 Line Plot Measurements BLM is made available by the San Francisco Unified School District Math Department as a part of their SFUSD Math Core Curriculum under a CC BY 4.0 license. Accessed April 2, 2019, 4 p.m..
Make a line plot using the data from Anchor Task #1. Remember to label all parts of your line plot.
Problem Set
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A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
a. Shawn’s teacher asks him to measure the length of the paperclips in his classroom so that they can sort them by size. The lengths he has measured so far are in the table below. Measure the remaining paper clips to the nearest quarter inch and add their lengths to the table.
b. Use the data in the completed table to draw a line plot below.
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 22
Lesson 24
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
Measure lengths to the nearest quarter inch.
Create line plots (dot plots).
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