1. Grade Three: Fractions Unit 7 Finding Fair Shares

2. Welcome Back!
How’s it going?

3. Investigation 2: Many Ways To Make a Share
Making Cookie Shares
The Fraction Cookie Game
Assessment: Many Ways to Make a Share
Making Half-Yellow Designs

4. Fraction Equations
1/3
1/3
1/3

5. What’s it Worth?
Using the hexagon “cookies” and pattern blocks, create as many equations = 1 as you can.

6. Fraction Equations

7. How Many Ways can we Make a Half?

8. Fraction Cookie Game You need: Pattern Blocks
Fraction number cubes (2 in one color and 1 in a different color)
Hexagon Cookie recording sheet
Play with a partner.
Each player rolls one fraction number cube and takes that amount in pattern blocks, or “cookies.” Record the cookies you collect on Hexagon Cookie recording sheet.
At the end of a turn, each player must have the fewest number of pieces possible. For example, if you have 2 and ½ cookies altogether, you should have 2 yellows and 1 red in front of you. Trade in smaller fraction pieces for larger ones, and check each other’s cookie shares as you play.
Take turns and collect cookies until you have filled in the sheet. The player who finishes first wins..

9. Playing once doesn’t cut it! Big Ideas:
Fraction Cookie Game
Key Ideas:
Playing once doesn’t cut it!
Big Ideas:
Discussion is most important!

10. How much of this design is Yellow?
Strategies for creating designs that were half yellow. Like folding paper in half. Partnering children, showing an example, not use the paper. The while here can get muddy. Are we talking about a set or the area? What might be right about the wrong answers from students and what are they thinking when they offer up answers for ½ yellow designs.

11. Make Your Own Half-Yellow Design

12. Share Designs
Read p.83 “Equivalent Fractions”

13. Common Core State Standards
Number & Operations—Fractions¹ 3.NF
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.
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.
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. _________________
1 Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, 8.

14. Construct a Number Line
Using your blank number line sheet and Cuisenaire rods, label the lines as indicated below
1st line in Halves
2nd line in Fourths
3rd line in Sixths
5th line in Twelfths

15. Solve These!
Around the room, you will find question cards. Take your number line sheet and answer each question with a partner

16. Math Discussion
What number is halfway between zero and one-half? What number is one-fourth more than one-half? What number is one-third more than one? What number is halfway between one-twelfth and three-twelfths?

17. Building Up from a Unit Fraction
This is one-fourth of the length of Igor’s shoe. I wonder how long his entire shoe is. Work with a partner to show the length of his entire shoe.

18. Labeling Igor’s Shoe 1/4 2/4 3/4 4/4
1/ / / /4
I saw some students labeling their line like this. What do you think?

19. Number Line Workshop Ant Races Folding Sentence Strips
Jumping a Dinosaur Fossil
Cuisenaire Fraction Activity - Online

20. Common Core State Standards
Do students need to consider quantities greater than one?
3.MD.4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

21. Performance Task
Thank you very much for coming out! Amy and Kaneka