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- 3.NF.A.1Understand 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.A.2Understand a fraction as a number on the number line; represent fractions on a number line diagram.
- 3.NF.A.3Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Number Line Fractions

3rd Grade Math

Â» Unit:

Fractions: More Than A Whole

Big Idea:Students need to connect fractions to their world, and use them to help be more accurate in measurements. This lesson begins to make that connection.

Jump the Line

3rd Grade Math

Â» Unit:

Fractions: More Than A Whole

Big Idea:Whole objects and sets of objects are not the only things that can be divided into fractional parts. Knowing how number lines can be partitioned is important to the application of fractions to everyday tasks.

Pass Whole, Collect $200

3rd Grade Math

Â» Unit:

Fractions: More Than A Whole

Big Idea:What happens when there is more than one whole? How does one represent more than a whole? This lesson explores creating more than one whole by using iteration of unit fractions.

Fractions On A Number Line

3rd Grade Math

Â» Unit:

Fractions

Big Idea:As students develop an understanding of unit fractions, they can begin to order them on a number line to support comparing fractions in future lessons and grades.

Fraction Assessment

3rd Grade Math

Â» Unit:

Fractions

Big Idea:This is a summative assessment based on my fraction unit. This assessment will determine if I need to reteach any concepts, and guide and inform future fraction standards and concepts.

Fraction Counting

3rd Grade Math

Â» Unit:

Fractions

Big Idea:Students develop their understanding of fractions through counting unit fractions on a number line.

Is 1/3 Always Equal to 1/3?: A Journal Exercise

3rd Grade Math

Â» Unit:

Comparing Fractions

Big Idea:Applying knowledge already learned is an important step in becoming a fluent math student. This journaling exercise stretches children to use concepts previously introduced.

Ordering Fractions With Fraction Cards (Days 1 - 3)

3rd Grade Math

Â» Unit:

Fractions

Big Idea:This task requires students to use the numerators and denominators of fractions for ordering fractions between zero and one.

Fractions on a Number Line - Beyond One Whole

3rd Grade Math

Â» Unit:

Fractions

Big Idea:When the numerator has a greater value than the denominator, the fraction represents a number with a value greater than one whole.

Basic Fractions on a Number Line (Thirds, Sixths, Tenths)

3rd Grade Math

Â» Unit:

Fractions

Big Idea:Students create number lines to represent benchmark fractions.

Musical Fractions- An Introduction

3rd Grade Math

Â» Unit:

Musical Fractions

Big Idea:Students use math, music and technology in this engaging lesson on fractions!

Matching Models (Number Lines and Diagrams)

3rd Grade Math

Â» Unit:

Fractions

Big Idea:Connect fractional models to strengthen student understanding.

Show What You Know: A 2 Day Assessment

3rd Grade Math

Â» Unit:

Comparing Fractions

Big Idea:After a large unit like fractions, it is important to assess the students ability to apply and communicate their knowledge. These two very different activities will help you assess and record your student's learning according to the Common Core Standards.

Basic Fractions on a Number Line (Divisible by Two)

3rd Grade Math

Â» Unit:

Fractions

Big Idea:Students create number lines to represent benchmark fractions.

What is a Number Line?

3rd Grade Math

Â» Unit:

Number Lines

Big Idea:A number line follows the same pattern between each whole number.

3.NF.A.2a

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.

3.NF.A.2b

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.