| | | | | | |
|
|
| In this unit, children revisit volume measurement and focus on comparing, estimating, and measuring liquid volumes. They continue to develop an understanding of fractions as numbers by exploring a new area fraction model and fractions as representations of distances on number lines. The following big ideas will be covered in this unit: - The duration of an event is called elapsed time and it can be measured. - Volume and mass are attributes of objects that can be estimated and measured using standard units. - Liquid volume describes how much a container can hold. - Different shaped containers can have the same volume. -Fractions greater than, less than, and equal to one can be represented on the number line. - Fractions can be compared using benchmark fractions and visual models such as the area model and number lines. Equivalent fractions name the same point on a number line. - A ruler is a measurement tool that can be partitioned into fractional parts for precise measurements. |
| ... |
| Number & Operations—Fractions Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, 8. 3.NF.A.1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 3.NF.A.2. Understand a fraction as a number on the number line; represent fractions on a number line diagram. 3.NF.A.2a. Represent a fraction 1/b 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/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. 3.NF.A.2b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. 3.NF.A.3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. 3.NF.A.3a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. 3.NF.A.3d. 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. 3.MD.A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 3.MD.A.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. Excludes compound units such as cm3 and finding the geometric volume of a container. Excludes multiplicative comparison problems (problems involving notions of “times as much”; see Glossary, Table 2). 3.MD.B. Represent and interpret data. 3.MD.B.4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | Students will have opportunities to: - Model real-world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations. (MP.4)
- Use mathematical models to solve problems and answer questions. (MP.4)
- Choose appropriate tools. (MP.5)
- Use tools effectively and make sense of your results. (MP.5)
|
| ... |
| - The length of time can be measured using standard units such as, seconds, minutes, hours, and days. - An analog clock can be used to tell time to the nearest five minutes. - Fractional parts are equal shares or parts of a whole or unit. - The number above the bar in a fraction is the counting number. It tells how many parts we have. It is called a numerator. The number below the bar tells what is being counted. It tells you the fractional part that is being counted. - When two fractions are equivalent that means there are two ways of describing the same amount by using different sized fractional parts. | - Further applications of problem solving skills will continue in unit 8 using all concepts established in prior units. Connecting to 4th Grade: -The larger the unit, the smaller the number you obtain as you measure. - A two-column chart can be used to convert from larger to smaller units and record equivalent measurements. -Decimals are another way of writing fractions, and are also called decimal fractions. - Equivalent fractions can be created by multiplying both the numerator and denominator by the same number or by dividing a shaded region into various parts. |
| ... |
| Benchmark, data, denominator, displace, distance, equal to, equal shares, equivalent, fraction greater than one, greater than, less than, length, line plot, liquid volume, liter, milliliter, numerator, scale, unit fraction, volume, whole, fractional parts, halves, thirds, fourths, eighths, sixths, partition, fraction, compare, elapsed time Bold Font: Listed in teacher's EDM4 edition Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations |
| ... |
| The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day. |
| ... |
| The following language supports are for English Language Learners but could also be used to support any struggling learner in mathematics. The strategies are obtained from the SIOP model. The language objectives will support students' academic language development. The sentence stems and starters provides the support many students need to be able to participate in discussions and writing about mathematics. |
| ... |
|
