Grade 3 - Comparing Fractions Unit
The Comparing Fractions Unit involves representing fractional parts of whole objects, lines, and sets in order to answer questions such as:
- Why must we use the same whole when comparing fractional parts?
- How can you prove that fractions are equivalent when using an area model such as pattern blocks or tangrams?
- How can you prove that fractions are equivalent when using a linear model such as a strip or number line?
- How can you prove that fractions are equivalent when using a set model such as 2-color counters?
Math Concepts and Skills:
The student represents and describes relationships between fractions.
The student:
- represents equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of tools such as linear models (including number lines), area models, and sets.
- explains that two fractions are equivalent if they occupy the same point on a number line, are the same length in a linear model, or cover the same amount of 2-dimensional space with an area model.
- compares two fractions having the same numerator or the same denominator by reasoning about their sizes and justifying the conclusion using symbols, words, objects, or pictorial models.
Summative Assessment Task
Students determine how much pie is left after four friends have each eaten a piece.
Instructional Tasks/Formative Assessments
Students determine if the boys cut the same amount of their wooden boards.
Students write three fraction statements about the number of pages three boys have each read in a book.
Using fraction clues, students determine what "half" is.
Given two fractions that show the amount of two walls that have been painted, students determine which symbol (greater than, less than, or equal to) to use between the two fractions.