The focus of this week’s instruction is to deepen students’ understanding of:
- Student Print Packets for each day
- Blank Paper
- Whiteboard (Optional)
3. NF.A.3- Explain equivalence of fractions and compare fractions by reasoning about their size.
- Understand two fractions as equivalent (equal) if they are the same size or the same point on a number line.
- Recognize and generate simple equivalent fractions and explain why the fractions are equivalent using a visual fraction model.
- Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers. 3. NF.A.3- Explain equivalence of fractions and compare fractions by reasoning about their size.
- 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. Use the symbols >, =, or < to show the relationship and justify the conclusions.
- Number Line: Is a visual representation that allows math students of all levels to develop an understanding of the relative magnitude and position of numbers. Example:
Additional Terms and Symbols
- Copies (refers to the number of unit fractions in 1 whole)
- Equivalent fractions (fractions that name the same size or the same point on the number line) Equal shares (pieces of a whole that are the same size)
- Fraction form (e.g., 1 3 , 2 3 , 3 3 , 4 3 )
- Fractional unit (half, third, fourth, etc.)
- Non-unit fraction (fraction with numerator other than 1)
- Unit form (in reference to fractions, e.g., 1 half, 2 thirds, 4 fifths)
- Unit fraction (fraction with numerator 1)
- Unit interval (the interval from 0 to 1, measured by length)
- =, (equal, less than, greater than)
- Half of, one third of, one fourth of, etc. (1 2 , 1 3 , 1 4 , 1 6 , 1 8 )
- Halves, thirds, fourths, sixths, eighths (1 2 , 1 3 , 1 4 , 1 6 , 1 8 )
- Number line
- Partition (divide a whole into equal parts)
- Whole (e.g., 2 halves, 3 thirds, etc.)