Grade 3 - Comparing Fractions Unit
Standards covered:
- 3.3 Number and operations
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3.3F
Represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines.
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3.3G
Explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model.
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3.3H
Compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.
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?
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 use the greater than symbol, less than symbol and equal to symbol to complete fraction statements.
Students determine which friend received a better deal when buying a fraction of a pie.
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.
Students write three fraction statements about the number of pages three boys have each read in a book.
Students determine who ate the most apple pie and write a mathematical statement comparing two fractional amounts.
The N/A classification refers to TEKS Standards that cannot be assessed through problem solving.
For this reason, tasks have not been included for these particular standards.
K.7A K.7B K.9B K.9C K.9D