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Equivalent Fraction Models




 


Videos to help Grade 3 students learn how to generate simple equivalent fractions by using visual fraction models and the number line.

Common Core Standards: 3.NF.3a, 3.NF.3b, 3.NF.3c

Related Topics:
Lesson Plans and Worksheets for Grade 3

Lesson Plans and Worksheets for all Grades

More Lessons for Grade 3

Common Core For Grade 3

New York State Common Core Math Module 5, Grade 3, Lesson 22, Lesson 23

Lesson 22 Application Problem

Mr. Ramos wants to nail the TV cord against the wall so no one trips. He puts 7 nails equally spaced along the cord. Draw a number line representing the cord. Label it from 0 at the start of the cord to 1 at the end. Mark where Mr. Ramos puts each nail with a fraction.

a. Build a number bond with unit fractions to 1 whole.

b. Write the fraction of the nail that is equivalent to ½ the cord.

Lesson 22 Concept Development

1) Using your fraction strips, name the fraction that is equivalent to 1 third.
2/6

2) Now name the fractions that are equivalent to 1 half.
2/4, 4/8, 3/6

3) Look at 2/3 and 4/6. Do you notice any relationship between the numbers in these fractions?
3 is half of 6. And 2 is half of 4.

4) Now look at 3/4 and 6/8. Does the same pattern you just noticed apply to these fractions? Yes



Lesson 22 Homework

1. Write what fraction of the figure is shaded in the blanks then match the equivalent fractions.

2. Complete the fractions to make true statements.

4. How many ninths does it take to make the same amount as 1/3? Explain your answer in words and pictures.





New York State Common Core Math Module 5, Grade 3, Lesson 23

Lesson 23 Application Problem

The soccer player stood at the corner of a 100 meter field and kicked the ball to her teammate. She kicked it 20 meters. The commentator said she kicked it a quarter of the way across the field.

Is that true? If not, what fraction should the commentator have said? Prove your answer by using a number line.

Concept Development

Create the following index cards and distribute one card to each pair per group:

Group A: Intervals 3-5, thirds and sixths
Group B: Intervals 1-3, sixths and twelfths
Group C: Intervals 3-5, halves and fourths
Group D: Intervals 1-3, fourths and eighths
Group E: Intervals 4-6, sixths and twelfths
Group F: Intervals 6-8, halves and fourths

Make a number line with your given intervals. Then estimate to partition into your given unit by folding your sentence strip. Label the endpoints and the unit fractions. Rename the wholes.

Compare number lines to find equivalent fractions. Record all possible equivalent fractions in your math journals.


Lesson 23 Homework

5. Write two different fraction names for the dot on the number line. You may use halves, thirds, fourths, fifths, sixths, eighths, or tenths.

6. Danielle and Mandy each ordered a large pizza for dinner. Danielle’s pizza was cut into sixths, and Mandy’s pizza was cut into twelfths. Danielle ate 2 sixths of her pizza. If Mandy wants to eat the same amount of pizza as Danielle, how many slices of pizza will she have to eat? Write the answer as a fraction. Draw a number line to explain your answer.



 

Rotate to landscape screen format on a mobile phone or small tablet to use the Mathway widget, a free math problem solver that answers your questions with step-by-step explanations.


You can use the free Mathway widget below to practice Algebra or other math topics. Try the given examples, or type in your own problem and check your answer with the step-by-step explanations.


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