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3-N-3-3

Page history last edited by Tashe Harris 6 years, 1 month ago

3.N.3.3 Recognize unit fractions and use them to compose and decompose fractions related to the same whole. Use the numerator to describe the number of parts and the denominator to describe the number of partitions. 


In a Nutshell

Third graders will be able to label a fraction (denominator and numerator) and explain the parts of a fraction.Third graders will also build upon the concept of creating whole numbers that have been partitioned into equal-sized portions or fair shares.

Student Actions

Teacher Actions

  • Demonstrate procedural fluency by accurately labeling a fraction, using numerator and denominator.

  • Use models to accurately construct a fraction and break apart a fraction.

  • Mathematically communicate what each number represents in a fraction. For example: The numerator represents the amount of pieces and the denominator represents how many pieces make up the whole. 

  • Pose purposeful questions to help students recall prior knowledge and justify their thinking. Questions may include: Why is the unit fraction important? How do unit fractions help us break down and construct fractions? What do the numerator and denominator describe? Why do the fraction pieces all have to be the same size?

  • Implement mathematical tasks that encourage the use of models and manipulatives.

  • Facilitate mathematical discourse as students share their thinking.

 

Key Understandings

Misconceptions

  • The numbers in a fraction have separate functions.

  • Fractions are the equal parts of a whole.

  • The larger the denominator, the smaller the fraction pieces (unit fraction).

  • Each part of the fraction model must be equal to one another.

  • That numerators and denominators are added together when composing. For example:  ¼ + ¼ + ¼ = 3/12, rather than the actual ¾.

  • The size of the fraction pieces are irrelevant.


OKMath Framework Introduction

3rd Grade Introduction

3rd Grade Math Standards

 

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