3.NF.A.3: Explain An important concept when comparing fractions is to Ability to use concrete equivalence of fractions in look at the size of the parts and the number of the manipulatives and visual special cases, and compare parts. For example, is smaller than because when 1 models to explain fractions by reasoning about whole is cut into 8 pieces, the pieces are much smaller reasoning about fractions their size. than when 1 whole is cut into 2 pieces. Knowledge that equivalent Students recognize when examining fractions with fractions are ways of common denominators, the wholes have been divided describing the same into the same number of equal parts. So the fraction amount by using with the larger numerator has the larger number of fractional parts. (e.g., equal parts. is the same as or or ) Ability to use a variety of To compare fractions that have the same numerator but models when investigating different denominators, students understand that each equivalent fractions (e.g., fraction has the same number of equal parts but the number line, Cuisenaire size of the parts are different. They can infer that the rods, fraction towers, same number of smaller pieces is less than the same fraction circles, number of bigger pieces. equivalence table, fraction strips) Ability to relate equivalency to fractions of a region or fractions of a set Ability to use benchmarks of 0, and 1 comparing fractions Knowledge of and experience with fractional number sense to lay foundation for manipulating, comparing, finding equivalent fractions, etc.
3.NF.A.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Ability to use concrete manipulatives and visual models to explain reasoning about fractions Knowledge that equivalent fractions are ways of describing the same amount by using fractional parts. (e.g., is the same as or or ) Ability to use a variety of models when investigating equivalent fractions (e.g., number line, Cuisenaire rods, fraction towers, fraction circles, equivalence table, fraction strips) Ability to relate equivalency to fractions of a region or fractions of a set Ability to use benchmarks of 0, and 1 comparing fractions Knowledge of and experience with fractional number sense to lay foundation for manipulating, comparing, finding equivalent fractions, etc. An important concept when comparing fractions is to look at the size of the parts and the number of the parts. For example, is smaller than because when 1 whole is cut into 8 pieces, the pieces are much smaller than when 1 whole is cut into 2 pieces. Students recognize when examining fractions with common denominators, the wholes have been divided into the same number of equal parts. So the fraction with the larger numerator has the larger number of equal parts. To compare fractions that have the same numerator but different denominators, students understand that each fraction has the same number of equal parts but the size of the parts are different. They can infer that the same number of smaller pieces is less than the same number of bigger pieces.
Grade_3GT_Math_Olympic_Field_Day_Unit_Plan.docx