Transcript Fractions on a number line diagram

rd
3
Grade
subtract within 1000 using strategies based on place value
3.NBT.2
Fluently add and subtract within 1000 using strategies and algorithms
based on place value, properties of operations, and/or the relationship
between addition and subtraction.
Possible Objectives
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Add within 1000 using strategies based on place
value.
Add within 1000 using properties of operations.
Add within 1000 using the relationship between
addition and subtraction.
Subtract within 1000 using strategies based on
place value.
Subtract within 1000 using properties of
operations.
Subtract within 1000 using the relationship
between addition and subtraction.

Today we will subtract within 1000 using strategies based on
place value.
526 – 115
318 - 114
Today we will subtract
within 1000 using
strategies based on place
value.
Strategies based on place value-the strategies we use based on
our understanding and knowledge of place value.
Within 1000-values up to 999 (hundreds place value).
Today we will subtract
within 1000 using
strategies based on place
value.
234 - 121
Steps:
1. Read the problem.
2. Write the first value in
expanded form.
3. Subtract the second value.
4. Record the symbolic
representation.
Today we will subtract
within 1000 using
strategies based on place
value.
235 - 124
346 - 236
555 - 111
Steps:
1. Read the problem.
2. Write the first value in
expanded form.
3. Subtract the second value.
4. Record the symbolic
representation.
486 - 213
Today we will subtract
within 1000 using
strategies based on place
value.
Addition/subtraction using properties of
operations
Addition/subtraction using the relationship
between addition and subtraction
solve multiplication word problems using drawings and
equations
3.OA.3
Use multiplication and division within 100 to solve word problems in
situations involving equal groups, arrays, and measurement quantities,
e.g., by using drawings and equations with a symbol for the unknown
number to represent the problem.
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Solve multiplication word problems using drawings and
equations.
Solve division word problems using drawings and
equations.
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Today we will solve multiplication word problems using
drawings and equations.
XXXX
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Today we will solve multiplication
word problems using drawings and
equations.
Drawings- pictorial/visual representations of a
mathematics problem.
Examples:
XXX
XXX
0
1
3
2
3
4
5
6
3
7
=6
8
9
Today we will solve multiplication word problems using drawings and equations.
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Steps:
1. Read the word problem.
2. Determine which representation (drawing) you will use.
3. Complete the drawing to represent the word problem.
4. Write the equation.
There are three bags with six plums in each bag.
How many plums are there in all?
Today we will solve multiplication
word problems using drawings and
equations.
Steps:
1. Read the word problem.
2. Determine which representation (drawing) you will use.
3. Complete the drawing to represent the word problem.
4. Write the equation.
There are 4 friends with 7 stickers each. How many
stickers do the friends have in all?
Today we will solve multiplication
word problems using drawings and
equations.
Steps:
1. Read the word problem.
2. Determine which representation (drawing) you will use.
3. Complete the drawing to represent the word problem.
4. Write the equation.
You need three lengths of string, each six inches
long. How much string will you need altogether?
Today we will solve multiplication
word problems using drawings and
equations.
Steps:
1. Read the word problem.
2. Determine which representation (drawing) you will use.
3. Complete the drawing to represent the word problem.
4. Write the equation.
A blue hat costs $6. A red hat costs 3 times as
much as the blue hat. How much does the red hat
cost?
Today we will solve multiplication
word problems using drawings and
equations.
multiply within 100 using (strategy)
3.OA.7
Fluently multiply and divide with 100, using strategies such as the
relationship between multiplication and division (e.g., knowing that 8 x
5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end
of Grade 3, know from memory all products of two one-digit numbers.
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Multiply within 100 using (strategy).
Multiply within 100 using properties of operations.
Divide within 100 using (strategy).
Divide within 100 using properties of operations.
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Today we will multiply within 100 using
(strategy).
There are 4 tennis balls in 3
buckets. How many tennis
balls are there in all?
Sammy has 5 jelly
beans in each of 4
cups. How many
jelly beans does he
have altogether?
Today we will multiply within 100
using (strategy).
Strategy-another way of arriving at a solution
without just doing calculations.
Examples:
Decomposing
Fact Families (6 X 4=24; 24 ÷ 6 = 4)
Nines
Skip counting
Today we will multiply within 100
using (strategy).
represent fractions on a number line diagram
3.NF.2
Understand a fraction as a number on the number line; represent
fractions on a number line diagram.
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Understand a fraction as a number on the number line.
Represent fractions on a number line diagram.
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Today we will represent fractions on a number line diagram.
Prior Knowledge
1
2
2
3
1
4
5
8
Today we will represent fractions
on a number line diagram.
Objective: We will represent fractions on
a number line diagram.
Concept
Fractions on a number line diagram-the equal parts of 1
whole on a number line.
Example:
1/6
0
𝟏
𝟔
1
Objective: We will represent fractions on
a number line diagram.
Concept
Fractions on a number line diagram-the equal parts of 1
whole on a number line.
Non-example:
1/4
0
1
2
3
4
Objective: We will represent fractions on
a number line diagram.
Skill-Model
Steps:
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1. Look at the denominator to determine how many
equal parts into which our 1 whole is broken into.
2. Look at the numerator to determine how many of the
pieces we need.
• Hop/shade the distance on the number line.
3. Label the fraction on the number line.
1
Objective: We will represent fractions on
a number line diagram.
Skill-Guided
Steps:
1/6
0
1. Look at the denominator to determine how many
equal parts into which our 1 whole is broken into.
2. Look at the numerator to determine how many of the
pieces we need.
• Hop/shade the distance on the number line.
3. Label the fraction on the number line.
1
Objective: We will represent fractions on
a number line diagram.
Skill-Guided
Steps:
1/3
0
1. Look at the denominator to determine how many
equal parts into which our 1 whole is broken into.
2. Look at the numerator to determine how many of the
pieces we need.
• Hop/shade the distance on the number line.
3. Label the fraction on the number line.
1
Objective: We will represent fractions on
a number line diagram.
Skill-Guided
Steps:
1/8
0
1. Look at the denominator to determine how many
equal parts into which our 1 whole is broken into.
2. Look at the numerator to determine how many of the
pieces we need.
• Hop/shade the distance on the number line.
3. Label the fraction on the number line.
1
rd
3
Grade
determine if two fractions are equivalent by using concrete models
3.NF.3a
Understand two fractions as equivalent (equal) if they are the same
size or the same point on a number line.
*denominators limited to 2, 3, 4, 6, 8
Possible Objectives
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Determine if two fractions are equivalent by
using concrete models.
Determine if two fractions are equivalent by
using visual models.
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Today we will determine if two fractions are equivalent by
using concrete models.
Prior Knowledge
What fraction is represented in the
picture?
Today we will determine if two fractions are
equivalent by using concrete models.
Concept
Equivalent fractions are fractions that represent the same
part of a whole.
Example
Non-example
Today we will determine if two fractions are
equivalent by using concrete models.
Skill Development
• Using fraction bars, let’s take a deeper look at
equivalent fractions.
Steps:
1. Build the two fractions that are being compared.
2. (Draw the visual representation on a number line.)
3. Write the two fractions that are represented.
4. Determine if the fractions are equivalent or not equivalent.
“There is NO mathematical reason why fractions must be written in
simplified form, although it may be convenient to do so in some cases.”
Today we will determine if two fractions are
equivalent by using concrete models.
North Carolina Department of Public
4th grade Unpacked Content
p. 28