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  • Math: Connecting Fraction Concepts with Fraction Notation

Math: Connecting Fraction Concepts with Fraction Notation

Suggested Time Frame: 11 Instructional Days

        

Focus TEKS

Represent Fractions (Concrete, Pictorial, Number Lines, Strip Diagrams)

  • 3.3A represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines; – S RC1
    • 2.9D determine the length of an object to the nearest [whole, half or fourth inch] marked unit using rulers, yardsticks, meter sticks, or measuring tapes
    • 3.7A represent fractions of halves, fourths, and eighths as distances from zero on a number line; – S RC1
    • 3.3B determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line; S RC1

Composing and Decomposing, Unit Fraction, Partitioning, Equal Areas

  • 3.3D compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b; – S RC1
    • 3.3C explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number; – S RC1
    • 3.6E decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape. – S RC3

Problem Solving

  • 3.3E solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8; – S RC1
Computational Fluency TEKS

Multiplication Facts (Use Tens and Doubling Multiplication Fact Strategies)

  • 3.4D determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10 [arrays representing twos, fours, fives, eights, and tens facts in this unit]; – S RC2
  • 3.4E represent multiplication facts [twos, fours, fives, eights, and tens facts in this unit] by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting; – S RC2
  • 3.4F recall facts [twos, fours, fives, eights, and tens facts in this unit] to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;- S RC2
Spiral Review TEKS

Grade 2 Measurement Concepts (Length and Time)

  • Measure Length Using Standard Units
    • 2.9A find the length of objects using concrete models for standard units of length
    • 2.9B describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object
    • 2.9C represent whole numbers as distances from any given location on a number line
    • 2.9D determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes
  • Solve Problems Involving Length (No perimeter problems)
    • 2.9E determine a solution to a problem involving length, including estimating lengths
  • Measure Time
    • 2.9G read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.