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Grade Levels

Resource Type

Product Rating

3.8

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PDF (Acrobat) Document File

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1 MB|20 pages

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Product Description

What is this product?:

The product I have created is a continuation of the Go Math Curriculum for 3rd grade.

This particular product focuses on Chapter 8 Understanding Fractions.

In the document you will find 2 pages for each lesson. The first page will be labeled "Guided", this is for you to guide your students through the lesson questions. The second page is labeled "Independent", the questions will be the SAME but with different numbers. This is a great page to see where students might be falling short of the skill being taught. You can also use this page as a formative assessment.

How to use this product in your classroom?:

I use this product through math centers or station rotations. However, you could use this product for extra practice, reinforcement, or even homework.

* I have my class split into 3 groups high (green), middle (blue), and my low (orange).

I first start my teaching with a mini lesson. This is typically 5-10 minutes. I teach the skill to the entire class. Once I have previewed this skill my students break off into their groups.

Rotation 1: 15 minutes

Blue (middle) meets at teacher with their packet

Orange (low) works on previously learned skills in a bucket I have set up

Green (high) works on book work from the lesson

Rotation 2: 15 minutes

Blue (middle) works on book work from the lesson

Orange (low) meets at teacher with their packet

Green (high) works on previously learned skills in a bucket I have set up

Rotation 3: 15 minutes

Blue (middle) works on previously learned skills in a bucket I have set up

Orange (low) works on book work from the lesson

Green (high) meets at teacher with their packet

Ending: 15 minutes

I finish the lesson by having all students come back to their seat and quickly review the new skill that was being taught. This is also a great time to give an exit slip.

What are the common core standards?:

This product covers the following common core standards:

CCSS.MATH.CONTENT.3.NF.A.2

Understand a fraction as a number on the number line; represent fractions on a number line diagram.

CCSS.MATH.CONTENT.3.NF.A.3

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

CCSS.MATH.CONTENT.3.NF.A.3.A

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

CCSS.MATH.CONTENT.3.NF.A.3.B

Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

CCSS.MATH.CONTENT.3.NF.A.3.C

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. 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.

CCSS.MATH.CONTENT.3.NF.A.3.D

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.

The product I have created is a continuation of the Go Math Curriculum for 3rd grade.

This particular product focuses on Chapter 8 Understanding Fractions.

In the document you will find 2 pages for each lesson. The first page will be labeled "Guided", this is for you to guide your students through the lesson questions. The second page is labeled "Independent", the questions will be the SAME but with different numbers. This is a great page to see where students might be falling short of the skill being taught. You can also use this page as a formative assessment.

How to use this product in your classroom?:

I use this product through math centers or station rotations. However, you could use this product for extra practice, reinforcement, or even homework.

* I have my class split into 3 groups high (green), middle (blue), and my low (orange).

I first start my teaching with a mini lesson. This is typically 5-10 minutes. I teach the skill to the entire class. Once I have previewed this skill my students break off into their groups.

Rotation 1: 15 minutes

Blue (middle) meets at teacher with their packet

Orange (low) works on previously learned skills in a bucket I have set up

Green (high) works on book work from the lesson

Rotation 2: 15 minutes

Blue (middle) works on book work from the lesson

Orange (low) meets at teacher with their packet

Green (high) works on previously learned skills in a bucket I have set up

Rotation 3: 15 minutes

Blue (middle) works on previously learned skills in a bucket I have set up

Orange (low) works on book work from the lesson

Green (high) meets at teacher with their packet

Ending: 15 minutes

I finish the lesson by having all students come back to their seat and quickly review the new skill that was being taught. This is also a great time to give an exit slip.

What are the common core standards?:

This product covers the following common core standards:

CCSS.MATH.CONTENT.3.NF.A.2

Understand a fraction as a number on the number line; represent fractions on a number line diagram.

CCSS.MATH.CONTENT.3.NF.A.3

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

CCSS.MATH.CONTENT.3.NF.A.3.A

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

CCSS.MATH.CONTENT.3.NF.A.3.B

Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

CCSS.MATH.CONTENT.3.NF.A.3.C

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. 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.

CCSS.MATH.CONTENT.3.NF.A.3.D

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.

Total Pages

20 pages

Answer Key

N/A

Teaching Duration

N/A

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