Math News! Focus Area Topic A. 3 rd Grade Math O BJECTIVE OF TOPI C A. 4 Represent and identify fractional parts of different wholes.

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1 Math News Grade, Module, Topic A rd Grade Math 0 Common Core, Inc.) that is also posted as the Engage Module, Topic A. Topic A. Partition a Whole into Equal Parts Equal Parts Fractional Unit Unit Fraction Non-Unit Fraction Partition Unit From Things to Remember Focus Area Topic A Partition a Whole into Equal Parts Students will learn how to use a ruler to measure an item and partition (divide) the item into equal parts of a whole. They will also identify the unit fraction. A unit fraction is always one of the fractional unit. The fractional unit in the above image is thirds and the unit fraction is. Students will also learn about non-unit fractions. A nonunit fraction is a fraction with the numerator other than. The shaded part of the image above is, and is a non-unit fraction because it does not have a numerator of. Students will also have to look at various fractional shapes and identify which fraction matches the shape. O BJECTIVE OF TOPI C A While identifying fractions students will write the fraction in unit form. Unit form is written with both numbers and words. Writing half is the unit form of the fraction. Specify and partition a whole into equal parts, identifying and counting unit fractions using concrete models. Specify and partition a whole into equal parts, identifying and counting unit fractions by folding fraction strips. Specify and partition a whole into equal parts, identifying and counting unit fraction by drawing pictorial area models. Represent and identify fractional parts of different wholes.

2 Math News Grade, Module, Topic B rd Grade Math 0 Common Core, Inc.) that is also posted as the Engage Module, Topic B. Topic B. Unit Fractions and Their Relation to the Whole Equal Parts Fractional Unit Unit Fraction Non-Unit Fraction Partition Unit From Copies of Things to Remember O BJECTIVE OF TOPI C B Partition a whole into equal parts and define the equal parts to identify the unit fraction numerically. Build non-unit fractions less than one whole from unit fractions. Identify and represent shaded and non-shaded parts of one whole as fractions. Represent parts of one whole as fractions with number bonds. Build and write fractions greater than one whole using unit fractions. Focus Area Topic B Unit Fraction and Their Relation to the Whole Students will understand that both the shaded and nonshaded part makes the whole. They must also represent this as a number bond. What fraction of the image is shaded? or thirds of the shape is shaded. What fraction of the image is non-shaded? or third of the shape is non-shaded. When asked to decompose a whole into unit fractions, students should understand that a unit fraction is a fraction with as the numerator. Once they gain this understanding they should be able to see that is not a unit fraction and that they should decompose it further. Students will gain a better understanding of what each part of the fraction represents. They will also gain a better understanding of unit form and numeric form (fraction). Towards the end of this topic students will learn that some fractions are larger than whole. They will be asked how many copies of a fraction are in whole. There are copies of in one whole. There are copies of in two wholes. They should understand that a unit fraction will remain the same because there are parts to whole. Students should recognize that is whole and part of another whole.

3 Math News Grade, Module, Topic C rd Grade Math 0 Common Core, Inc.) that is also posted as the Engage Module, Topic C. Topic C. Comparing Unit Fractions and Specifying the Whole Equal Parts Fractional Unit Unit Fraction Non-Unit Fraction Partition Unit From Copies of Things to Remember Is Greater Than Is Less Than The larger the denominator in a unit fraction, the smaller the fractional part is. half is larger than third. Focus Area Topic C Comparing Unit Fractions and Specifying the Whole Students will gain a better understanding of fractional units while comparing unit fractions. At the beginning of this topic students will look at various wholes and their fractional parts. They will look at unit fractions and discover that the larger the denominator the smaller the fractional part is. A fraction and a shape will be shown to the students, and the students will make copies of the shape to create a whole. For instance, the grayed area is given to the student and the student will draw the copies of the shape (the white area). DIRECTIONS: (A) The shape represents whole. Write a fraction to describe the shaded part. (B) Let the shaded part represent whole. (C) Divide whole to show the same unit fraction as you wrote in A. O BJECTIVE OF TOPI C C Compare unit fractions by reasoning about their size using fraction strips. Compare unit fractions with different sized models representing the whole. Specify the corresponding whole when presented with one equal part. Identify a shaded fractional part in different ways depending on the designation of the whole. Students should draw a line to divide the shaded part of shape B into halves, then label the parts.

4 Math News Grade, Module, Topic D rd Grade Math 0 Common Core, Inc.) that is also posted as the Engage Module, Topic D. Focus Area Topic D Fractions on a Number Line Write a number bond. Partition the fraction strip to show the unit fraction of the number bonds. Use the fraction strip to help you label the unit fractions on the number line. Include 0 unit fractions. Topic D. Fractions on a Number Line Fraction Strip Number Bond Copies of Unit Interval Partition Equivalent Fraction Things to Remember Unit fraction is a fraction with the numerator of. Non-unit fraction is a fraction with numerators other than. Fractional unit is halves, thirds, fourths, etc. Equal parts are parts with equal measurements. Unit interval is the space between 0 and. Equivalent fractions are fractions that name the same size. A student will be asked to complete a number line given a specific fraction. The student will label the number line using fourths. The student will be asked to write two different fraction names for a specific point. OBJECTIVE OF TOPIC D Place unit fractions on a number line with endpoints 0 and. Place any fraction on a number line with endpoints 0 and. Place whole number fractions and unit fractions between whole numbers on the number line. They will also be given a group of fractions and asked to label the number line with the fractions given. The students will also have to use the fractions on the number line to compare which fractions are greater than or less than a given fraction. Practice placing various fractions on the number line. Compare fractions and whole numbers on the number line by reasoning about their distance from 0. Understand distance and position on the number line as strategies for comparing fractions.

5 Math News Grade, Module, Topic E rd Grade Math 0 Common Core, Inc.) that is also posted as the Engage Module, Topic E. Topic E. Equivalent Fractions Equivalent Fraction Number Bond Number Bonds Focus Area Topic E Equivalent Fractions Students will gain an understanding that a fraction must be the same size but may not always have the same shape. Directions: Label what fraction of each shape is shaded and circle the fractions that are equal. Students will also learn about equivalent fractions: two fractions that are the same size. Also = Directions: Use the unit fractions on the right to count up on the number line. Label the missing fractions. = O BJECTIVE OF TOPI C E 7 Recognize and show that equivalent fractions have the same size, though not necessarily the same shape. Recognize and show that equivalent fractions refer to the same point on the number line. Generate simple equivalent fractions by using visual fraction models and the number line. Express whole numbers as fractions and recognize equivalence with different units. Express whole number fractions on the number line when the unit interval is. Decompose whole number fractions greater than, using whole number equivalence with various models. Explain equivalence by manipulating units and reasoning about their size. Word Problems: 8 students want to share pizzas that are the same size (represented by the circles below). How can 8 people share the pizza equally, without breaking any pieces of pizza? students each get and students each get equivalent to., which is

6 Math News Grade, Module, Topic F rd Grade Math 0 Common Core, Inc.) that is also posted as the Engage Module, Topic F. Topic F. Compare, Order, and Size Fractions Know your Symbols Focus Area Topic F Compare, Order, and Size Fractions Students will begin to understand the concept of greater than and less than when comparing fractions. Directions: Draw a model of each fraction and circle the larger fraction. Tape Diagram Greater Than > Less Than < Equal To = Directions: Draw a model of each fraction and circle the smaller fraction. 7 third = sixths Partition the number line into units and then use the number line to compare. Sixths Thirds third > sixth (greater than) sixth< third (less than) < O BJECTIVE OF TOPI C F Compare fractions with the same numerator pictorially. sixths is less than thirds = sixths is equal to thirds Compare fractions with the same numerator using <,>, or = and use a model to reason about their size. Partition various wholes precisely into equal parts using a number line method. > sixths is greater than thirds