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Lesson Plans and Worksheets for Grade 3

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More Lessons for Grade 3

Common Core For Grade 3

Videos, examples, solutions, and lessons to help Grade 3 students learn how to recognize and show that equivalent fractions refer to the same point on the number line.

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

**New York State Common Core Math Grade 3, Module 5, Lesson 21**

Worksheets for Grade 3, Module 5, Lesson 21

Application Problem

Dorothea is training to run a 2 mile race. She marks off her starting point and the finish line. So that she can track her progress, she places a mark at 1 mile. She then places a mark halfway between her starting position and 1 mile, and another halfway between 1 mile and the finish line.

Draw a number line to show what unit fraction she makes as she marks the points on her run.

How far has she run when she gets to the third marker?

Concept Development

Fold your first fraction strip into halves.

Label each part with a unit fraction. Then use a crayon to shade in 1 half.

Glue your fraction strip at the top of a new page in your math journal.

Fold another fraction strip to make copies of fourths. Label each part with a unit fraction. Then glue your fraction strip directly below the first one in your math journal. Make sure that the ends are lined up.

Now shade the number of fourths that are equivalent to the shaded half.

How many units did you shade? 2

Repeat with a fraction strip folded into eighths.

Lesson 21 Homework

- Use the unit fractions on the right to count up on the number line. Label the missing fractions.
- Use the number lines above to:

- Color fractions equal to 1 purple.
- Color fractions equal to 2 fourths yellow.
- Color fractions equal to 2 blue.
- Color fractions equal to 5 thirds green
- Write a pair of fractions that are equivalent.

- Use the number lines on the previous page to make the number sentences true.
- Mr. Fairfax ordered 3 large pizzas for a class party. Group A ate 6/6 of the first pizza, and Group B ate 8/6 of the second pizza. During the party, the class discussed which group ate more pizzas.

a. Did group A or B eat more pizza? Use words and and pictures to explain your answer to the class.

b. Later Group C ate all remaining slices of pizza. What fraction of the pizza did group C eat? Use words and pictures to explain your answer.

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