use equivalent fractions as a strategy to add and subtract fractions apply and extend previous understandings of multiplication and division to multiply and divide fractions use an understanding of fractions to help prepare the way for work with the rational number system in grades 6 and 7. Possible Organization of Unit Standards: This table identifies additional grade-level standards within a given cluster that support the over-arching unit standards from within the same cluster. The table also provides instructional connections to standards from outside the cluster. Priority Standards Supporting Standards Instructional Connections within the Cluster within the Cluster outside the Cluster 3.NF.1 Understanding Understand a fraction 1/b as the 3.NF.1 decimals as numbers quantity formed by one part when a whole is partitioned into b equal parts. 3.NF.2 Understand a 3.NF.2a Represent a fraction 1/b on a number fraction as a number on line diagram by the interval from 0 to 1 as the the number line; whole and partitioning it into b equal parts. represent fractions on a 3.NF.2b Represent a fraction a/b on a a number line diagram. number line by marking off a lengths of 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. 3.NF.3 Explain equivalence of fractions, 3.NF.3a Represent two fractions as equivalent 3.MD.1 Tell and write time to the nearest minute and compare fractions by if they are the same size, or the same point on and measure time in intervals of minutes. Solve reasoning about their a number line. word problems involving time intervals in minutes size. 3.NF.3b Recognize and generate simple by representing the problem on a number line equivalent fractions. Explain why the fractions diagram. are equivalent. 3.MD.4 Generate measurement data by 3.NF.3c Express whole numbers as fractions, measuring lengths using rulers marked with and recognize fractions that are equivalent to halves and fourths of an inch. whole numbers.
use equivalent fractions as a strategy to add and subtract fractions apply and extend previous understandings of multiplication and division to multiply and divide fractions use an understanding of fractions to help prepare the way for work with the rational number system in grades 6 and 7. Possible Organization of Unit Standards: This table identifies additional grade-level standards within a given cluster that support the over-arching unit standards from within the same cluster. The table also provides instructional connections to standards from outside the cluster. Priority Standards within the Cluster Supporting Standards within the Cluster Instructional Connections outside the Cluster 3.NF.1 Understanding decimals as numbers 3.NF.1 Understand a fraction 1/b as the quantity formed by one part when a whole is partitioned into b equal parts. 3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. 3.NF.2a Represent a fraction 1/b on a number line diagram by the interval from 0 to 1 as the whole and partitioning it into b equal parts. 3.NF.2b Represent a fraction a/b on a a number line by marking off a lengths of 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. 3.NF.3 Explain equivalence of fractions, and compare fractions by reasoning about their size. 3.NF.3a Represent two fractions as equivalent if they are the same size, or the same point on a number line. 3.NF.3b Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent. 3.NF.3c Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. 3.MD.1 Tell and write time to the nearest minute and measure time in intervals of minutes. Solve word problems involving time intervals in minutes by representing the problem on a number line diagram. 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.
Grade_3GT_Math_Olympic_Field_Day_Unit_Plan.docx