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This educational resource pack includes: visual and tactile enhancements. To save ink and paper, an application like Google Classroom could be utilized. This educational resource pack requires:
Students hard of hearing may use speech, lip reading, hearing aids and/or amplification systems to enhance oral communication.
Headphones with blue tooth compatibility can also improve their mobility.
However, it helps to use visual aids whenever possible, including captioned versions of videos and films.
Also, provide unfamiliar vocabulary in written form, on the blackboard, or in a handout.
Here are hard of hearing teaching strategies: https://www.teacherspayteachers.com/Product/Teaching-Strategies-for-Deaf-or-Students-Hard-of-Hearing-142578
Accessibility suggestions: Go to your device “Settings” where you can adjust the screen’s: brightness and color, size of text, resolution, connect to wireless display and adjust sound.
This educational resource pack includes:
Number and Operations - Fractions Note: Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8. Develop understanding of fractions as numbers.
3.NF.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.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
a. 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.
b. 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.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
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.
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.
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.
“Stone Soup School. com provides digital educational strategies for every student based on their abilities.”
To see more of the my “Stone Soup School” store with other great teaching resources for culture, holidays, literature, history, science, easy readers, math, etc., go to:
www.TeachersPayTeachers.com or www.StoneSoupSchool.com
I wish to dedicate this to all my students past and present.
Mrs. Cheryl Lynn Peele