remember particular products and quotients. Practice and if necessary, extra support should continue all year for those who need it to – – attain fluency. 3.MD.A.2 Continuous measurement quantities such as liquid volume, mass, and so on are an important context for fraction arithmetic (cf. 4.NF.4c, 5.NF.7c, 5.NF.3). In grade 3, students begin to get a feel for continuous measurement quantities and solve whole-number problems involving such quantities. Possible Student Outcomes: The following list provides outcomes that describe the knowledge and skills that students should understand and be able to do when the unit is completed. The outcomes are components of more broadly-worded standards and sometimes address knowledge and skills necessarily related to the standards. The lists of outcomes are not exhaustive, and the outcomes should not supplant the standards themselves. Rather, they are designed to help teachers down” from the standards and augment as “drill necessary, providing added focus and clarity for lesson planning purposes. This list is not intended to imply any particular scope or sequence. The student will: Identify a unit fraction and other fractions from the unit fraction. Represent fractions of a whole. Represent fractions of a set. Build number sense with fractions by using benchmarks or reference points of 0, and 1. Identify the numerator and denominator and understand the meaning of each in the fraction. Identify the placement of a fraction on a number line and explain its placement based on unit fractions. Identify equivalent fractions by reasoning about their size. Represent two fractions that are equivalent using concrete or virtual manipulatives, pictures, or drawings. Express whole numbers as fractions and explain why they are equivalent. Compare fractions with the same numerator or the same denominator by reasoning about their size when both fractions refer to the same whole. Progressions from Common Core State Standards in Mathematics: For an in-depth discussion of the overarching, “big picture” perspective on student learning of content related to this unit, see:
remember particular products and quotients. Practice – and if necessary, extra support – should continue all year for those who need it to attain fluency. 3.MD.A.2 Continuous measurement quantities such as liquid volume, mass, and so on are an important context for fraction arithmetic (cf. 4.NF.4c, 5.NF.7c, 5.NF.3). In grade 3, students begin to get a feel for continuous measurement quantities and solve whole-number problems involving such quantities. Possible Student Outcomes: The following list provides outcomes that describe the knowledge and skills that students should understand and be able to do when the unit is completed. The outcomes are components of more broadly-worded standards and sometimes address knowledge and skills necessarily related to the standards. The lists of outcomes are not exhaustive, and the outcomes should not supplant the standards themselves. Rather, they are designed to help teachers “drill down” from the standards and augment as necessary, providing added focus and clarity for lesson planning purposes. This list is not intended to imply any particular scope or sequence. The student will: Identify a unit fraction and other fractions from the unit fraction. Represent fractions of a whole. Represent fractions of a set. Build number sense with fractions by using benchmarks or reference points of 0, and 1. Identify the numerator and denominator and understand the meaning of each in the fraction. Identify the placement of a fraction on a number line and explain its placement based on unit fractions. Identify equivalent fractions by reasoning about their size. Represent two fractions that are equivalent using concrete or virtual manipulatives, pictures, or drawings. Express whole numbers as fractions and explain why they are equivalent. Compare fractions with the same numerator or the same denominator by reasoning about their size when both fractions refer to the same whole. Progressions from Common Core State Standards in Mathematics: For an in-depth discussion of the overarching, “big picture” perspective on student learning of content related to this unit, see:
M_3_NF_A_1_3_U_Fractions.docx