3 r d Grade
Understand Fractions
Chapter 8
The Destination
Emphasize the point that fractional parts need
to be the same size, but not the same shape (See
Standards
Must-See Attraction). Relating fractions to
equal shares will allow students to continue to
3.NF.A.1
Understand a fraction as a part of a
whole.
3.NF.A.2
Represent a fraction as a number on a
number line.
3.NF.A.3
Express whole numbers as fractions
and recognize fractions that are
equivalent to whole numbers.
Students will continue their work from second grade
of partitioning shapes into equal parts to build a
conceptual understanding of fractions. Drawings will
be used to help students to visualize fractional parts
and name them.
Models

Fraction tiles

Fraction circles

Drawings

Number line

Counters

Arrays
build their fractional understanding. Unit
fractions will be introduced. A unit fraction is a
fraction that names one of the fractional parts.
Given a unit fraction, students should be able to
identify the whole. Students use models to
represent more than one part of a whole that is
divided into equal parts. A number line is
another model that is introduced to represent
fractions. This will allow students to compare
fractions that are greater than, less than, or
equal to one. Once students understand how to
identify fractional parts of a whole, they will
begin to work with fractions of a group. They will
apply this knowledge when problem solving.
Must-See-Attractions
Drawings – Equal Parts
When partitioning shapes in fractional parts, it is important for
students to understand that these parts do not need to be
congruent. They still represent the same fractional part of the
whole.
Fourths
Related Places to Visit
Partitioning Shapes
What fraction of the circle is yellow?
What fraction of the circle is not red?
What fraction of the circle is neither
yellow nor green?
Measurement
Use the ruler to find the length of the line to the nearest fourth inch.
SMP
Time
Bar Graph
12 students were surveyed about their
favorite sport.
1
2
of them liked football.
1
4
of them liked baseball. The rest like
hockey.
Create a bar graph to represent this data.
Divide the clock into fractional parts to
solve:
30 minutes is what fraction of an hour?
15 minutes is what fraction of an hour?
20 minutes is what fraction of an hour?
3
4
of an hour is how many minutes?
EXIT
PARCC