3rd Grade Fraction Real World Math Project | Google Classroom & Print

3rd
Subjects
Standards
Resource Type
Formats Included
• Zip
Pages
88 pages
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

Description

Fraction Flower Festival is designed to help your third grade students apply their knowledge about fractions, identifying fractions equal to whole numbers, representing fractions on a number line, finding equivalent fractions, and comparing fractions.

A digital and printable version of this resource are included making it easy to use whether you are teaching in person, using digital distance learning, or a combination of both.

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During this garden-themed math project your 3rd graders will work to prepare for the Fraction Flower Festival. Here are the steps your students will take during the project:

★ Select one of three flower types they are interested in designing. Three flower options are provided to make differentiation easy. The flower challenge levels are determined by how often students will work with equivalent fractions to find an accurate solution to each included word problem. Rest assured all flower types address all 3rd grade fraction standards.

★ Engage in a brief art project as they add color to the stem, leaves, petals, pistil and stamen of their flower.

★ Build their flower by following detailed steps that require the application of fraction math skills.

★ Create detailed fraction models as they solve word problems that correspond to their unique flower design.

★ Complete a self-assessment of their project using a three-part rubric.

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WHAT’S INCLUDED

Teacher Guide - An 11-page guide that includes detailed steps for successfully incorporating this resource in your classroom. This guide includes tips on:

• Suggestions for scheduling and implementing this simulation.
• Quick prep checklists for each project phase
• Ideas for wrapping up the simulation to boost reflection and closure.
• Using this project with Google Classroom
• How this project aligns to third grade math standards

Student Guide - a printable and digital version of the student guide is included. This 11-page guide includes detailed instructions and visuals to help your students complete each step of this simulation successfully. The format of this guide makes differentiation easy. Use it as a supplement to your verbal instructions as you provide scaffolding or let your more advanced students work through each step of the project independently.

Garden Journal - three differentiated versions of the the printable & digital garden journal guide students through the process of designing their unique fraction flower and solving fraction word problems related to each step of the design process.

Flower Display Sheet and Flower Park Templates - everything your students need for the layout of their unique fraction flower in printable or digital form

Project Launch Extras - seed packet covers and a seed stand sign to make your project setup more visual appealing to help boost engagement on your project launch day.

Editable Rubric - a 4-point rubric students can use to self-assess their ability to neatly design their flower, accurately create models and equations as they solve word problems that require the application of their third grade fraction knowledge, and demonstrate the habits of a self-directed learner. The same rubric can be used by the teacher to provide a score for student work. An editable version of this rubric is also included.

Sample Project - a completed sample of the project to help you provide scaffolding to students as needed.

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PEDAGOGY

This project based learning unit requires the application of students’ knowledge of the fraction concepts. Throughout the process of the Fraction Flower Festival project, students will have the opportunity to apply their knowledge through creative design, engage in rigorous problem solving, and build organization skills as they plan and execute this multi-day project.

Every step of the Fraction Flower Festival experience is outlined in a project guide that includes clear visuals and step-by-step instructions. Rubrics and reflection prompts will encourage your students to reach their learning goals.

This project gives students the opportunity to exercise the standards for mathematical practice, share their creativity, and display understanding in unique and engaging ways.

The format of this math project guide makes it an ideal resource for:

★ At your seat & hands on enrichment during math workshop or guided math

★ Math center work

★ Digital learning (a Google Slides version of the entire project is included)

★ Parent volunteer or teacher’s aide enrichment station

★ A focal point for a fractions room transformation

★ An alternative assessment that allows you to measure student understanding on a deeper level as a culmination to your 3rd grade fractions unit.

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BOOSTING RIGOR

Students who have mastered the ability to represent fractions on a number line, find equivalent fractions, and compare fractions will have the opportunity to extend their learning and deepen their understanding of third grade fractions concepts through a project experience.

This project will help them solidify the skills they’ve mastered through creativity and problem solving rather than being bogged down with worksheets or busy work.

This project also serves as a wonderful alternative assessment that allows you to measure student understanding on a deeper level as a culmination to your fraction unit.

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BUILDING STUDENT INDEPENDENCE

This project guide is designed with student independence in mind. Detailed instructions and checklists are provided for students so they can participate with maximum independence.

You can guide them as needed and pull small groups that help address the more individualized needs of your students. This allows students to work at their own pace and take ownership of their learning.

During the first two project work sessions, you will take 15-20 minutes to set the scene and teach students how to navigate their materials. After that, your students will be off on an independent math adventure that lasts multiple sessions.

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SAVING TIME

Want to incorporate a project into your fraction unit, but crunched for instructional time?

This resource makes prepping for project based learning a breeze and makes implementation seamless. The detailed visual instructions on each page of the guide make it possible for students to complete their unique project with maximum independence so you have the time you need to teach or reteach essential fraction skills to small groups.

Scoring and providing students with feedback is also easy when using the included rubric. Each of the important pieces of the project: flower design, fraction word problem solving, and work habits has its own rubric so students can participate in the assessment process as they demonstrate learning, and you can provide them with specific feedback about their work.

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Fraction Strips and Number Line Models Reusable Math Modeling Tools

3rd Grade Fractions Math Word Problem Solving Task Cards | Print & Digital

3rd Grade Fraction Math Games | Hands-on Learning for Workshop & Centers

Fraction Enrichment Activities | 3rd Grade Math Workshop or Guided Math Bundle

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Total Pages
88 pages
Rubric only
Teaching Duration
1 Week
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Standards

to see state-specific standards (only available in the US).
Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.