Text Options for the Visually Impaired Font Size: a- A+ Color: A A A Revert 
Close vision bar
Open vision bar
Fractions

 

 

MGSE3.NF.1 Understand a fraction 1 ?? as the quantity formed by 1 part when a whole is partitioned into b equal parts (unit fraction); understand a fraction ?? ?? as the quantity formed by a parts of size 1 ?? . For example, 3 4 means there are three 1 4 parts, so 3 4 = 1 4 + 1 4 + 1 4 .

MGSE3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. a. Represent a fraction 1 ?? on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1 ?? . Recognize that a unit fraction 1 ?? is located 1 ?? whole unit from 0 on the number line. b. Represent a non-unit fraction ?? ?? on a number line diagram by marking off a lengths of 1 ?? (unit fractions) from 0. Recognize that the resulting interval has size ?? ?? and that its endpoint locates the non-unit fraction ?? ?? on the number line.

I can name the specific fractions, parts of the fractions, and name different fractions examples including on a number line.

MGSE3.NF.3 Explain equivalence of fractions through reasoning with visual fraction models. Compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions with denominators of 2, 3, 4, 6, and 8, e.g., 1 2 = 2 4 , 4 6 = 2 3 . Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 6 2 (3 wholes is equal to six halves); recognize that 3 1 = 3; locate 4 4 and 1 at the same point of a number line diagram. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. 

 

Symbaloo Lesson Plan

 

 

http://www.nctm.org/Classroom-Resources/Interactives/Fraction-Game/

 

Contact Us
Polk School District 612 South College St.
Cedartown, GA 30125
View Map & Directions
Phone: 770-748-3821
Fax: 770-748-5131
Translator     
Google-Translate-Chinese (Simplified) BETA Google-Translate-English to French Google-Translate-English to German Google-Translate-English to Italian Google-Translate-English to Japanese BETA Google-Translate-English to Korean BETA Google-Translate-English to Russian BETA Google-Translate-English to Spanish Google-Translate-English to Tagalog Google-Translate-English to Portuguese Google-Translate-English to Vietnamese