Understanding Fractions through RealWorld Tasks
Common Core State Standards
Math 
Math 
3 
Grade 3 
NF 
Numbers & OperationsFractions 
A 
Develop understanding of fractions as numbers 
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. Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, 8. 
Download Common Core State Standards (PDF 1.2 MB) 
Common Core State Standards
Math 
Math 
3 
Grade 3 
NF 
Numbers & OperationsFractions 
A 
Develop understanding of fractions as numbers 
2a 
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. Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, 8. 
Download Common Core State Standards (PDF 1.2 MB) 
Common Core State Standards
Math 
Math 
Practice 
Mathematical Practice Standards 
MP4 
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, twoway tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 
Download Common Core State Standards (PDF 1.2 MB) 

Teaching PracticeStep Back: Promoting Independent ThinkingAll Grades / Math / Reasoning
 305
 6

Lesson IdeaLaunching a Fractions TaskGrade 4 / Math / ModelingMath.4.NF.B.3a / Math.4.NF.B.3c
 66
 10

Teaching PracticeCreating a Community of LearnersAll Grades / Math / Collaboration
 411
 11
In Partnership with
and
Lesson Objective
Solve a realworld problem about fractions of watermelons
Length
6 min
Questions to Consider
 Why is it helpful to begin by activating students' prior knowledge?
 How does Ms. Franco encourage students to push each other's thinking?
 When does Ms. Franco listen actively without evaluation? Why is this important?
Common Core Standards
Math.3.NF.A.1, Math.3.NF.A.2a, Math.Practice.MP4
Watch all the videos in this series.
Teacher & School Info

Maria Franco
 School Details
 Orange Grove Elementary School Somerton, AZ
 Population
 376 students
 District Spending
 $7,015
Supporting Materials

Understanding Fractions through RealWorld Tasks Transcript

Lesson Plan: ThreePhase.PDF

Worksheet: Jake's Watermelon.PDF