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Lesson Plans and Worksheets for Grade 3

Lesson Plans and Worksheets for all Grades

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 have the same size, though not necessarily the same shape.

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

**New York State Common Core Math Grade 3, Module 5, Lesson 20**

Application Problem

Max ate 2/3 of his pizza for lunch. He wanted to eat a small snack in the afternoon, so he cut the leftover pizza in half and ate 1 slice.

How much of the pizza was left? Draw a picture to help you think about the pizza.

Concept Development

Use linker cubes to show that we can have the same unit fraction although the shape of the whole may be different.

Lesson 20 Homework

1. What fraction of the figure is shaded? Draw 2 different representations of the same fractional amount.

2. a. These two shapes both show 4/5. Are they equivalent? Why or why not?

b. Draw two different representations of 4/5 that are equivalent.

3. Diana ran a quarter mile straight down the street. Becky ran a quarter mile on a track. Who ran more?

Explain your thinking.

Lesson Plans and Worksheets for Grade 3

Lesson Plans and Worksheets for all Grades

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 have the same size, though not necessarily the same shape.

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

Application Problem

Max ate 2/3 of his pizza for lunch. He wanted to eat a small snack in the afternoon, so he cut the leftover pizza in half and ate 1 slice.

How much of the pizza was left? Draw a picture to help you think about the pizza.

Concept Development

Use linker cubes to show that we can have the same unit fraction although the shape of the whole may be different.

1. What fraction of the figure is shaded? Draw 2 different representations of the same fractional amount.

2. a. These two shapes both show 4/5. Are they equivalent? Why or why not?

b. Draw two different representations of 4/5 that are equivalent.

3. Diana ran a quarter mile straight down the street. Becky ran a quarter mile on a track. Who ran more?

Explain your thinking.

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