EACH CHAPT ER INCLUDES:
• Prescriptive targeted strategic
intervention charts.
• Student activity pages aligned to the Common Core State Standards.
• Complete lesson plan pages with lesson
objectives, getting started activities,
teaching suggestions, and questions to
check student understanding.
Grade 3
Targeted Strategic Intervention
Grade 3, Chapter 14
Based on student performance on Am I Ready?, Check My Progress, and Review, use these charts
to select the strategic intervention lessons found in this packet to provide remediation.
Am I Ready?
Where is this
concept in
My Math?
If
Students miss
Exercises…
Then
use this Strategic
Intervention Activity…
Concept
1-4
14-A: Identify Basic
Shapes
Identify shapes
3.G.1
Partition shapes
3.G.2
5-7
14-B: Classify Polygons
14-C: Equal Parts
Grade 2,
Chapter 12,
Lesson 1
Grade 2,
Chapter 12,
Lesson 7
Check My Progress 1
If
Students miss
Exercises…
Then
use this Strategic
Intervention Activity…
Concept
4-6
14-D: Identify Sides and
Angles
Attributes of
polygons, triangles,
and quadrilaterals
Where is this
concept in
My Math?
3.G.1
Chapter 14,
Lessons 1-4
Review
Where is this
concept in
My Math?
If
Students miss
Exercises…
Then
use this Strategic
Intervention Activity…
Concept
13-14
14-E: Classifying Shapes
Attributes of
polygons and
quadrilaterals
3.G.1
Chapter 14,
Lessons 1, 2, and 4
15-16
14-F: Quadrilaterals
Attributes of
quadrilaterals
3.G.1
Chapter 14,
Lessons 1-5
7-18
14-G: Meaning of
Fractions
Partition shapes
3.G.2
Chapter 14,
Lesson 7
Name
Lesson
Identify Basic Shapes
14-A
Look at the shape.
Circles are round.
What Can I Do?
How can I tell circles,
triangles, squares, and
rectangles apart?
Triangles have
three sides.
Circle
The 4 sides of a
square are the
same length.
Triangle
In a rectangle the
sides across from
each other are
the same length.
Rectangle
Square
Complete.
1. Circle the shape that is not a square.
Copyright © The McGraw-Hill Companies, Inc.
a.
b.
c.
d.
2. Circle the shape that is not a triangle.
a.
b.
c.
d.
Name each shape.
3.
4.
5.
6.
USING LESSON 14-A
Name
Lesson
Identify Basic Shapes
Lesson Goal
14-A
Look at the shape.
• To identify basic shapes.
Circles are round.
What Can I Do?
How can I tell circles,
triangles, squares, and
rectangles apart?
What the Student Needs to
Know
Triangles have
three sides.
Circle
• Identify straight sides.
• Identify sides across from each
other.
The 4 sides of a
square are the
same length.
Triangle
In a rectangle the
sides across from
each other are
the same length.
Getting Started
What Can I Do?
Read the question and the response.
Then read and discuss the examples.
Ask:
• How can you tell that the four sides
of the square shown are the same
length? (The square is shown on
grid paper and all four sides of the
square are the same number of
units long.)
• For the rectangle shown, how can
you tell that the sides across from
each other are the same length?
(The sides across from each other
are the same number of grid paper
units long.)
Try It
Before students begin, ask:
• How can you tell if a shape is not a
square? (The sides are not all the
same length.)
• How can you tell if a shape is not a
triangle? (It does not have three
sides.)
Power Practice
• Have the students complete the
practice. Then have volunteers
explain how they named each
shape.
Square
Rectangle
Complete.
1. Circle the shape that is not a square.
a.
Copyright © The McGraw-Hill Companies, Inc.
• Provide students with a group of
models of these geometric shapes:
circles, triangles, squares, and
rectangles.
• Ask the students to sort the
shapes. Then have them tell
what properties they used to sort.
A possible sort is round shapes,
three-sided shapes, four-sided
shapes.
b.
c.
d.
2. Circle the shape that is not a triangle.
a.
b.
c.
d.
Name each shape.
3.
4.
square
5.
circle
triangle
6.
rectangle
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WHAT IF THE STUDENT NEEDS HELP TO
Identify Straight Sides
• Provide the student with a
straight edge or ruler. Tell the
student that if he or she can
line the straight edge up along
a side, the side is straight. Have
the student cut out items from
a catalog or magazine and use
a heavy marker to outline the
straight sides.
Identify Sides Across from
Each Other
• Provide models of squares and
rectangles. Use several of the
models to illustrate sides across
from each other. Then choose
a model and ask the student to
identify the sides across from
each other.
Complete the Power
Practice
• Use objects in the room such
as a sheet of paper, a coin, and
a desk top, to illustrate shapes.
Trace each shape with your finger and name it. Then ask the
student to describe the shape.
Name
Lesson
Classify Polygons
What Can I Do?
14-B
Count how many sides.
Count how many angles.
I want to tell what
a group of shapes
has in common.
Each shape has 4 sides.
Each shape has 4 angles.
Count how many sides.
Count how many angles.
Each shape has 3 sides.
Each shape has 3 angles.
1.
2.
3.
4.
Copyright © The McGraw-Hill Companies, Inc.
Circle the shape that does not belong.
Name
Circle the shape that does
not belong.
5.
6.
Copyright © The McGraw-Hill Companies, Inc.
7.
8.
Lesson
14-B
Name
Lesson
Classify Polygons
14-B
Lesson Goal
• Identify what a group of shapes
has in common.
What Can I Do?
Count how many sides.
Count how many angles.
I want to tell what
a group of shapes
has in common.
What the Student Needs
to Know
• Draw a picture.
• Sort shapes.
Each shape has 4 sides.
Each shape has 4 angles.
Getting Started
Count how many sides.
Count how many angles.
• Determine what students know
about a shape’s sides and angles.
• Draw a square on the board.
Point out the square’s four sides.
Point out the square’s angle. Have
students count the square’s four
angles with you.
• Now draw a rectangle. Tell
students that both the rectangle
and the square have four sides
and four angles.
• Draw a triangle on the board.
Ask students to explain how
the triangle is different from the
square and the rectangle. (The
triangle has three sides and three
angles.)
• Now draw a circle on the board.
Ask students to explain how the
circle is different from the other
shapes they’ve explored. (The
circle has no sides or angles.)
What Can I Do?
• Read the first example. Then ask:
Why are the shapes alike? (They all
have four sides and four angles.)
• Read the second example. Then
ask: Why are these shapes alike?
(They all have 3 sides and 3
angles.)
Each shape has 3 sides.
Each shape has 3 angles.
Circle the shape that does not belong.
1.
2.
3.
4.
467_468_S_G3_C14_SI_119815.indd 467
Copyright © The McGraw-Hill Companies, Inc.
UUSING
SINGLLESSON
ESSON14-B
3-E
28/06/12 3:04 PM
WHAT IF THE STUDENT NEEDS HELP TO
Draw a Picture
Sort Shapes
• Have the student listen as you
give them instructions to draw
a shape. Say, “The shape has
3 sides and 3 angles.” Review
his or her drawings. Encourage
the student to draw another
shape that also has 3 sides and
3 angles.
• Have the student work with
a partner, taking turns giving
each other instructions to draw
their shapes.
• Prepare various shapes having
3–8 sides and a few circles and
ovals. Have the student explore
the shapes. Ask him or her to
sort the shapes into groups that
have the same number of sides
and angles. Ask him or her to
also put aside any shapes that
do not belong.
• Have the student work with a
partner. Have them take turns
making groups of three shapes
with two like shapes and one
shape that does not belong in
the group. The partner then
identifies the shape that does
not belong in the group.
Name
Circle the shape that does
not belong.
Lesson
14-B
Try It
Have students look at Exercise 1.
Ask:
• Which of these shapes does not
belong? (the square) Why not? (It
has 4 sides and 4 angles and the
other shapes have 3 sides and
3 angles.)
• Have students complete Exercises
2 through 4. Have volunteers
explain why the shape does not
belong in each group.
5.
Octagon is Circled
6.
Pentagon is Circled
Power Practice
Copyright © The McGraw-Hill Companies, Inc.
7.
• Have students complete the
practice exercises. Review each
answer.
• Select several of the exercises.
Have volunteers explain why the
shape does not belong.
Hexagon is Circled
8.
Circle is Circled
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WHAT IF THE STUDENT NEEDS HELP TO
Complete the Power
Practice
• Discuss each incorrect answer.
For each group of shapes, have
the student count and write
the number of sides and angles
of each shape. Then have him
or her cross out the shape that
does not match the number of
sides and angles of the other
shapes in the group.
• Remind the student that circles
have no sides or angles.
Lesson 14-B
Name
Equal Parts
Lesson
14-C
Number and count.
What Can I Do?
I want to know the
number of equal parts.
Find a place to begin.
Count.
Number the parts.
This circle has 4 equal
parts.
4
1
3
2
Make sure parts are equal.
This circle has 3 equal parts.
The parts are the same
size and same shape.
This circle has 3 parts that
are not equal.
Copyright © The McGraw-Hill Companies, Inc.
Count. Write the number of equal parts.
1.
2.
equal parts
3.
equal parts
4.
equal parts
equal parts
USING LESSON 14-C
Name
Equal Parts
Lesson
14-C
Lesson Goal
Number and count.
• Identify equal parts of a figure.
What the Student Needs to
Know
What Can I Do?
I want to know the
number of equal parts.
• Count parts of a shape.
• Recognize the meaning of equal
parts.
Read the question and the response.
Then read and discuss the examples.
Ask:
• What is the difference between equal
parts and parts that are not equal?
(Equal parts are the same size and
shape. Parts that are not equal are
not the same size and shape.)
• Draw squares on the board. Have
volunteers draw lines to divide the
squares into equal parts. Discuss
different ways of making equal
parts.
Try It
• Remind students that they are to
count the parts and number them
as they go. Then, students should
write the total number of equal
parts.
1
3
2
This circle has 3 equal parts.
The parts are the same
size and same shape.
This circle has 3 parts that
are not equal.
Count. Write the number of equal parts.
Copyright © The McGraw-Hill Companies, Inc.
What Can I Do?
This circle has 4 equal
parts.
4
Make sure parts are equal.
Getting Started
Fold a piece of paper in half and then
in half again. Open it. Ask:
• How many parts did I make? (4)
Fold the paper again and hold it
up. Ask:
• How can you tell that the parts are
equal? (They match when they are
placed on top of each other.)
Find a place to begin.
Count.
Number the parts.
1.
2.
4
equal parts
5
equal parts
10
equal parts
4.
3.
6
equal parts
471_S_G3_C14_SI_119815.indd 471
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WHAT IF THE STUDENT NEEDS HELP TO
Count Parts of a Shape
• Draw several shapes on the
board and divide them into
two, four, and six equal parts.
Number the parts and have
the student count them. Then
ask the student to number the
parts of other shapes that you
draw on the board. Remind
the student to move around or
across the shape in the same
direction until all parts have
been numbered.
Recognize the Meaning of
Equal Parts
• Cut out a cardboard circle with
a diameter equal to the length
of a coffee stirrer or a similar
object. Provide coffee stirrers
and have the student use them
to show how to divide the
circle into 2 equal parts, 4 equal
parts, and 6 equal parts.
• Cut out three equal-sized
rectangles. Cut one in
half vertically, one in half
horizontally, and one in two
unequal parts. Have the
student identify the rectangles
with equal parts.
Name
Lesson
Identify Sides and Angles
14-D
Use counting.
What Can I Do?
I want to tell the
number of sides and
angles of a figure.
Count the number of sides of the figure.
A side is a straight line segment.
2
l
3
side
6
4
5
Count the number of angles. An angle is
formed where two line segments meet.
l
2
angle
6
5
3
4
Copyright © The McGraw-Hill Companies, Inc.
This figure has 6 sides and 6 angles.
Continue numbering sides and angles.
Write the number of sides and angles for each figure.
1.
l
2.
l
2
sides
sides
l
l
2
2
3
2
angles
3
angles
Name
Lesson
14-D
Write the number of sides and
angles for each figure.
4.
5.
sides
sides
sides
angles
angles
angles
6.
7.
8.
sides
sides
sides
angles
angles
angles
9.
10.
11.
sides
sides
sides
angles
angles
angles
12.
13.
14.
sides
sides
sides
angles
angles
angles
Copyright © The McGraw-Hill Companies, Inc.
3.
USING LESSON 14-D
Name
Lesson
Identify Sides and Angles
Lesson Goal
Use counting.
• Identify the number of sides and
angles of a figure.
What Can I Do?
I want to tell the
number of sides and
angles of a figure.
What the Student Needs
to Know
3
side
4
Count the number of angles. An angle is
formed where two line segments meet.
l
2
angle
6
5
3
4
This figure has 6 sides and 6 angles.
Copyright © The McGraw-Hill Companies, Inc.
Read the question and the response.
Then read and discuss the example.
Be sure students understand that
“angle” is the word used in
mathematics for a corner. Ask:
• Is the number of sides the same as
the number of angles? (Yes)
• Do you have to know the name of
the figure to tell how many sides and
angles it has? (No)
2
l
5
Getting Started
What Can I Do?
Count the number of sides of the figure.
A side is a straight line segment.
6
• Identify a line segment.
• Identify an angle.
Find out whether students can
recognize the sides and angles in a
closed plane figure. Draw a triangle
on the board. Ask:
• How many sides does this figure
have? (3)
• How many angles does this figure
have? (3)
14-D
Continue numbering sides and angles.
Write the number of sides and angles for each figure.
1.
l
2. 5
2
4
4
3
4
3
4
sides
2
3
5
sides
5
angles
l
l
2
l
4
angles
5
4
2
3
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WHAT IF THE STUDENT NEEDS HELP TO
Identify a Line Segment
Identify an Angle
• Explain that a line segment is
part of a straight line. On the
board, illustrate that a line
segment can stand on its own,
or it can join with other line
segments to form a closed
figure.
• Be sure that the student understands that a line segment must
be straight, and that a curved
line is not a line segment.
• Have the student use a ruler to
practice drawing closed figures
with line segments.
• Explain that an angle is formed
where the ends of two line
segments meet. Draw several
examples of line segments that
meet to form different-sized
angles.
• Then draw several closed
figures, such as triangles,
rectangles, and parallelograms.
Ask the student to identify the
points at which the sides meet
to form an angle.
Name
Lesson
14-D
Write the number of sides and
angles for each figure.
4.
4
4
sides
3
angles
3
6.
sides
6
sides
angles
6
angles
7.
8.
Power Practice
8
sides
5
sides
4
sides
8
angles
5
angles
4
angles
sides
5
sides
angles
5
angles
9.
10.
4
4
• Have students complete the
practice items. Then review
each answer. Students should
discover that the number of sides
in a figure will always be the same
as the number of angles.
11.
sides
4
angles
4
12.
Have students look at Exercise 1. Ask:
• How many sides does the
figure have? (4)
• How many angles does it have? (4)
Then have students complete
Exercise 2.
5.
13.
14.
3
sides
4
sides
4
sides
3
angles
4
angles
4
angles
Copyright © The McGraw-Hill Companies, Inc.
3.
Try It
473_474_S_G3_C14_SI_119815.indd 474
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WHAT IF THE STUDENT NEEDS HELP TO
Complete the Power
Practice
• Discuss each incorrect answer.
Have the student number each
side of the figure. Then have
the student predict the number
of angles in the figure before
numbering them. Have the
student identify the correct
answer.
Lessons 14-D
Name
Classifying Shapes
Lesson
14-E
angle
side
side
angle
4 sides, 4 angles
3 sides, 3 angles
Copyright © The McGraw-Hill Companies, Inc.
Cross out figures that do not belong.
1. 4 sides, 4 angles
2. 3 sides, 3 angles
3. 6 sides, 6 angles
4. 4 sides, 4 angles
USING LESSON 14-E
Name
Classifying Shapes
Lesson
14-E
Lesson Goal
angle
• Identify figures by counting sides
and angles.
side
side
angle
What the Student Needs to
Know
4 sides, 4 angles
• Count the sides and angles of a
shape.
• Compare shapes as same and
different.
3 sides, 3 angles
Cross out figures that do not belong.
1. 4 sides, 4 angles
2. 3 sides, 3 angles
3. 6 sides, 6 angles
4. 4 sides, 4 angles
• Ask students to name classroom
objects whose faces are shaped
like two-dimensional figures, such
as books, tissue boxes, desks, and
clocks.
• Ask: “How many sides does the
object have?” and “How many
angles does it have?”
• Tell students to point out the sides
and angles of the objects.
Teach
Read and discuss the examples at the
top of the page.
• Take a look at the quadrilateral. One
arrow points to a side and one arrow
points to the angle. How can we
identify the side? (it’s a straight line)
What is the angle labeled with? (a
black circle)
• Let’s count and label each side.
(Label the straight lined sides 1, 2,
3, and 4.) How many sides does the
quadrilateral have? (4)
• Let’s count and label each angle.
(Label the black circles 1, 2, 3, and
4.) How many angles does the shape
have? (4)
• Repeat the same procedure for the
triangle in the example at the top
of the page.
Practice
• Read the directions as students
complete Exercises 1 through 4.
• Check student work.
• If students have difficulty with
the activity, encourage them to
label each side and angle with a
number. Students might need to
circle the shapes that belong to
help identify the shapes that do
not belong.
Copyright © The McGraw-Hill Companies, Inc.
Getting Started
477_S_G3_C14_SI_119815.indd 477
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WHAT IF THE STUDENT NEEDS HELP TO
Count the Sides and
Angles of a Shape
• Place 8 to 12 everyday objects
into a shoebox.
• Have the student sort the shapes
in the box into categories by
shape or by a specific attribute.
• Have the student explain why
he or she sorted the shapes as
they did.
Compare Shapes as Same
and Different
• The student may need to
practice using the words same
and different. Hold up two
different objects (eraser and
marker). Say, “These two objects
are different.”
• Hold up two objects that
are the same (two identical
pencils). Say, “These two
objects are the same.”
• Give the student two index
cards. Have him or her write
“same” on the first card and
“different” on the second card.
• Hold up two objects. Have the
student identify the objects as
same or different by holding up
the appropriate index card.
• Continue holding up two objects
until the student grasps the
concept of same and different.
Name
Quadrilaterals
Lesson
Solve.
14-F
1. QUADRILATERAL A quadrilateral has four equal sides
and four right angles. What is the quadrilateral?
2. RECTANGLE Circle all the rectangles.
3. QUADRILATERAL Gregg draws a quadrilateral. Each pair
of opposite sides are parallel. Two sides are longer
than the other two. What is the quadrilateral?
Copyright © The McGraw-Hill Companies, Inc.
4. WINDOW Marsha found these shapes in a stained
glass window. She said three were quadrilaterals. Bill
said all of them were quadrilaterals. Who is correct?
5. MAP What shape does the state of Colorado look like?
),
iver
oR
orad
Col
COLORADO
South Pla
er
Riv
tte
Denver
Arkansas R
iver
USING LESSON 14-F
Name
Quadrilaterals
Lesson
Solve.
14-F
Lesson Goal
• Classify quadrilaterals.
1. QUADRILATERAL A quadrilateral has four equal sides
and four right angles. What is the quadrilateral?
What the Student Needs to
Know
square
2. RECTANGLE Circle all the rectangles.
• Identify the attributes of
quadrilaterals.
3. QUADRILATERAL Gregg draws a quadrilateral. Each pair
of opposite sides are parallel. Two sides are longer
than the other two. What is the quadrilateral?
Getting Started
parallelogram
4. WINDOW Marsha found these shapes in a stained
glass window. She said three were quadrilaterals. Bill
said all of them were quadrilaterals. Who is correct?
Copyright © The McGraw-Hill Companies, Inc.
• A quadrilateral has four sides and
four angles. Can you identify a
shape as a quadrilateral? (square,
rectangle, parallelogram, rhombus,
and trapezoid)
• Draw the quadrilaterals on the
board.
• Have students write down as many
examples of quadrilaterals that
they see in the world around them.
(Examples: parking sign, rug, book,
etc.)
• Have students get into small
groups and share their lists.
• Have the members of the group
compile a group list.
• As a class, create a list and see how
many places quadrilaterals appear.
Bill
5. MAP What shape does the state of Colorado look like?
),
Col
o
orad
er
Riv
COLORADO
South Pla
er
Riv
tte
Denver
Arkansas R
iver
rectangle
Teach
Read and discuss the Exercise 1 at the
top of the page.
• Think of the shapes we have
identified as quadrilaterals: square,
rectangle, parallelogram, rhombus,
and trapezoid.
• Of those shapes, which quadrilateral
has four equal sides and four right
angles? Let’s draw the shape on our
paper to see what we get. (Draw 4
equal sides with four right angles.)
• What shape did we draw? (a square)
Practice
• Have students complete Exercises
2 through 5.
• Check student work.
• If students have difficulty with the
activity, encourage them to draw
the shapes to help classify the
quadrilaterals.
479_S_G3_C14_SI_119815.indd 479
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WHAT IF THE STUDENT NEEDS HELP TO
Identify the Attributes of
Quadrilaterals
• To practice identifying the
slight difference between
quadrilaterals, the student can
use geoboards.
• Have the student start by modeling a square and rectangle on
the geoboard. Next, have him
or her model a parallelogram,
rhombus, and trapezoid.
• Help the student create a chart
to classify and name quadrilaterals. The three columns should
read: Quadrilateral, Sides,
Angles.
• After the student creates the
shape on the geoboard, have
him or her draw the shape
under the “Quadrilateral” column in the chart.
• For each shape, the student
should count and identify the
sides and angles and place the
information in the correct
column.
• The student should use the
chart to practice identifying
quadrilaterals daily until he or
she can identify shapes with
ease.
Name
Lesson
Meaning of Fractions
14-G
Look at the parts of the fraction.
What Can I Do?
I want to show
the circle.
1
8
Every fraction has two parts.
of
numerator
7
8
denominator
The denominator is the number below the
line. It tells how many parts in the whole.
The numerator is the number above the
line. It tells how many parts in the fraction.
Think: 18 means 1 out of 8 parts.
I should color 1 out of 8 parts to show 18 .
This picture shows 18 .
Copyright © The McGraw-Hill Companies, Inc.
Notice that there are many ways to show 18 .
These drawings also show 18 .
Shade each figure. Complete the sentence.
1. Shade
1
2
I shaded
of the hexagon.
out of
2. Shade
parts.
1
4
I shaded
of the rectangle.
out of
parts.
Name
Lesson
14-G
Shade each figure. Complete each sentence.
3. Shade
1
3
of the circle.
I shaded
4. Shade
out of
1
8
of the rectangle.
I shaded
parts.
out of
parts.
Show the fraction.
1
6
of the rectangle.
7. Shade 18 of the rectangle.
9. Shade
11. Shade
1
4
1
6
6. Shade
1
2
of the rectangle.
8. Shade 13 of the rectangle.
of the rectangle. 10. Shade 12 of the circle.
of the hexagon. 12. Shade
1
3
of the rectangle.
Copyright © The McGraw-Hill Companies, Inc.
5. Shade
UUSING
SINGLTESSON
HE LESSON
14-G
Name
Meaning of Fractions
Lesson
14-G
Lesson Goal
Look at the parts of the fraction.
• Represent fractions as part of a
whole.
What Can I Do?
I want to show
the circle.
What the Student Needs to
Know
1
8
Every fraction has two parts.
of
numerator
7
8
denominator
The denominator is the number below the
line. It tells how many parts in the whole.
• Identify numerators and
denominators.
• Model fractions as part of a
whole.
• Understand different models of
the same fraction.
The numerator is the number above the
line. It tells how many parts in the fraction.
Think: 18 means 1 out of 8 parts.
I should color 1 out of 8 parts to show 18 .
This picture shows 18 .
Getting Started
Notice that there are many ways to show 18 .
These drawings also show 18 .
Copyright © The McGraw-Hill Companies, Inc.
• Write 1, 2, and 12 on the board.
Ask: Which of these numbers is a
fraction? ( 12 ) How do you know? (It
has two numbers, stacked one on
top of the other, with a horizontal
line between them.) Have students
write other fractions on the board.
Discuss what all fractions have in
common. (two numbers and
a horizontal line)
• Draw a circle or square on the
board. Ask a volunteer to divide
the drawing in half. After the
student correctly divides the
shape, label it with 12 . Tell students
that they can use drawings to
show many different fractions.
Shade each figure. Complete the sentence.
1. Shade
1
2
I shaded
of the hexagon.
1
out of
2
2. Shade
parts.
1
4
I shaded
of the rectangle.
1
out of
4
parts.
481_482_S_G3_C14_SI_119815.indd 481
06/07/12 4:03 PM
What Can I Do?
Read the question and the response.
Then read and discuss the examples.
Ask:
• What is the number above the line
in a fraction called? (the numerator)
What is the number below the line
called? (the denominator)
• Have students count the number
of parts in the circle. (8) Explain
that the circle is divided into eight
equal parts.
WHAT IF THE STUDENT NEEDS HELP TO
Identify Numerators and
Denominators
• If the student gets confused
when using unfamiliar fractions, remind him or her it
really helps to draw a quick
sketch of a familiar fraction,
such as 12 or 34 . Looking at the
sketch can help the student
remember that the numerator
is the number of shaded
parts in the fraction and the
denominator is the number of
parts in the whole.
• You may wish to help the
student remember the terms
“numerator” and “denominator” by pointing out that both
“denominator” and “down”
begin with the letter d. This fact
can help the student remember
which number is which in a
fraction.
Model Fractions as Part
of a Whole
• Suggest that the student
use fraction tiles for practice.
Encourage the student to write
down each fraction he or she
models.
Name
Lesson
14-G
Shade each figure. Complete each sentence.
3. Shade
1
3
1
I shaded
3
of the circle.
4. Shade
out of
1
8
I shaded
8
parts.
• Students may want to find all of
the possible models for 18 . Explain
that there are 8 different ways to
shade the circle to show 18 . In each
circle, one part out of the eight
equal parts is shaded.
• For each fraction model, emphasize that there is more than one
correct model.
of the rectangle.
1
out of
parts.
Show the fraction.
1
6
of the rectangle.
7. Shade 18 of the rectangle.
9. Shade
11. Shade
1
4
1
6
6. Shade
1
2
Try It
• Have students read each fraction
of the rectangle.
aloud to solve Exercises 1 through 4.
Help them understand that to
complete each sentence, they can
write the numerator in the first
blank and the denominator in the
second blank. Then they can
follow the directions to decide how
to shade the drawing.
• Allow students to compare their
drawings. Remind students that
different drawings can represent
the same fraction.
8. Shade 13 of the rectangle.
of the rectangle. 10. Shade 12 of the circle.
of the hexagon. 12. Shade
1
3
of the rectangle.
Copyright © The McGraw-Hill Companies, Inc.
5. Shade
481_482_S_G3_C14_SI_119815.indd 482
Power Practice
06/07/12 4:03 PM
WHAT IF THE STUDENT NEEDS HELP TO
Understand Different
Models of the Same
Fraction
• Draw a circle divided into thirds
and shade one third of the
circle. Ask: How many parts does
this circle have? (3) How many
parts are shaded? (1) What fraction does this circle show?
( 13 ) Draw another circle divided
into thirds. Shade a different
third. How are these two models
different? (Different parts are
shaded.) How are they the same?
(They both show 13 .) Show the
student additional examples of
fraction models that are shaded
differently but show the same
fraction.
• You may wish to allow students to
use colored pencils or crayons to
complete the exercises.
• Remind students that if they
get confused, they can fill in a
sentence like the ones in
Exercises 1 through 4: “I will shade
___ out of ___ parts.”
Complete the Power
Practice
• Have the student work with a
partner to complete each drawing. Encourage partners to take
turns shading the drawings.
Suggest that students begin by
saying: “I will shade ___ out of
___ parts,” substituting the
correct numbers from the
fraction they are planning to
show.
Lesson 14-G