**Area and Perimeter**

**Fractions**

**3.NF.A.1: Understand a unit fraction as the quantity formed by one part when a whole is partitioned into (2, 3, 4, 6, and 8) equal parts.**

__EXAMPLES__

Area models:

What fraction names the shaded part?

Which of the following shapes are partitioned into fourths?

Number Lines:

What fraction names point A on the number line?

Locate and draw point F on the number line to represent the fraction 1/2

What fraction does the shaded bar represent?

**3.NF.A.2.a: Describe the numerator as representing the number of pieces being considered.**

__EXAMPLES__

What does the numerator 3 represent in the given fraction?

The model shows one whole. Shade in ¾ of the model.

**3.NF.A.2.b: Describe the denominator as the number of pieces that make the whole.**

__EXAMPLES__

Carson rode his bike along a bike trail that was ¼ of a mile long. What image represents the length of the bike trail in miles?

Which picture shows a number line partitioned into eighths?

**3.NF.A.3.a: Represent fractions on a number line. Understand the whole is the interval from 0 to 1.**

__EXAMPLES__

What fraction names point A on the number line?

Marcia drew a number line partitioned into 8 equal parts. What fraction names point B on the number line?

**3.NF.A.3.b: Represent fractions on a number line. Understand the whole is partitioned into equal parts.**

**3.NF.A.3.c: Understand a fraction represents the endpoint of the length a given number of partitions from 0**

__EXAMPLES__

What fraction names point A on the number line?

Which point on the number line represents 2/3?

**3.NF.A.4: Demonstrate that two fractions are equivalent if they are the same size, or the same point on a number line.**

__EXAMPLES__

Given two images, determine whether or not the fractions are equivalent.

Image may be a number line partitioned two different ways or a fraction bar partitioned two different ways.

**3.NF.A.5: Recognize and generate equivalent fractions using visual models, and justify why the fractions are equivalent.**

__EXAMPLES__

Which of these fractions are equivalent? 4/8, 1/2, 6/8, 1/3, 2/4 How do you know?

Students are given various fraction cards to place on a number line. Discuss equivalence.

Students use note cards to create fractions with various denominators.

**3.NF.A.6: Compare two fractions with the same numerator or denominator using the symbols >, = or <, and justify the solution**

__EXAMPLES__

**RESOURCES**

Videos

Videos

Multiplication Facts Fluency

**3.RA.C.8**

**Demonstrate fluency with products within 100**

The student will use multiple representations to model real-world and mathematic problems involving products within one hundred.

The student will critique the reasoning of others, identifying errors and alternate approaches to solving problems involving products within one hundred.

The student will decontextualize and contextualize problems and solutions to explain his or her reasoning in products within one hundred

The student will identify and explain patterns and the structure of the problems with specific focus on the properties of mathematics when solving problems involving products within one hundred.

The student will communicate his or her reasoning precisely to problems involving products within one hundred.

**Games**

Place Value

Place Value

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Games

Games