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Grade: 3

Subject: Mathematics

Duration: 40 minutes/day for 3 days

Class Size: 35 students

Standard: NC.3.NF.3 - Represent equivalent fractions with area and length models

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Overview

This 3-day unit guides students in composing and decomposing fractions into equivalent fractions using halves, fourths, eighths, thirds, and sixths. They will explore how fractions with the same numerator and denominator equal one whole and express whole numbers as fractions. This plan models the structure in Curriculum Associates' Lesson 17, aligned with Common Core and NC Essential Standards.

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Day 1: Finding Equivalent Fractions Using Area Models

Learning Objective

• I can compose and decompose fractions into equivalent fractions using halves, fourths, and eighths.
• I can explain why 1/1 = 1 whole.

Success Criteria

• Accurately model and identify equivalent fractions using shaded area models.
• Articulate how fractions with equal numerator and denominator represent one whole.

Anticipatory Activity (5 minutes)

• Fraction Cake Discussion: Show an image of a cake split into halves, with 1/2 shaded. Ask: “If we cut the same cake into 4 equal slices and shade the same amount of frosting, how many slices would that be?” (Expected answer: 2/4).
• Students discuss with partners and share reasoning aloud.

Teacher Instruction (10 minutes)

• Demonstrate on the board: draw a rectangle (cake). Shade 1/2 of it. Divide the same rectangle into 4 equal parts. Shade 2/4 to show equivalency.
• Use a length model (number line) to show 1/2 and 2/4 at the same position.
• Explain that fractions like 1/2 and 2/4 are two names for the same amount.
• Discuss that fractions like 2/2 equal one whole because numerator = denominator.

Student Work/Lesson Application (15 minutes)

• Students receive paper with area models (circles and rectangles).
• Task 1: Shade models to show halves, then divide into fourths and eighths and shade equivalent amounts.
• Task 2: Write fraction pairs (1/2 = 2/4, 1/4 = 2/8) and explain with drawings.

Small Group/Differentiated Instruction (5 minutes)

• Support: Use fraction strips and manipulatives to physically build equivalent fractions for students needing concrete representations. Read instructions in dyslexia-friendly font with spacing and visuals.
• Advanced: Challenge students to find equivalent fractions for 1/8 using area models and record their reasoning in writing.

Exit Ticket (5 minutes)

• Students draw an area model for 1/2 and label an equivalent fraction with fourths or eighths.
• Write a sentence explaining why the fractions are equivalent.

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Day 2: Using Length Models (Number Lines) to Find Equivalent Fractions

Learning Objective

• I can compose and decompose fractions into equivalent fractions using thirds and sixths.
• I can explain that fractions with the same numerator and denominator equal one whole.

Success Criteria

• Correctly place and identify equivalent fractions on number lines.
• Use mathematical language to explain equivalency and wholes.

Anticipatory Activity (5 minutes)

• Quick review with fraction strips: Shade 1/3, 2/6, and ask which represent the same part of a whole.
• Vote with thumbs up/down.

Teacher Instruction (10 minutes)

• Draw a number line from 0 to 1, mark and label 1/3 and 2/6.
• Show that 1/3 = 2/6 by pointing to the same location on the number line.
• Demonstrate that fractions like 3/3 = 1 whole.
• Introduce writing whole numbers as fractions (e.g., 1 = 3/3, 2 = 6/3).

Student Work/Lesson Application (15 minutes)

• Students draw number lines in notebooks and mark thirds and sixths.
• Write equivalent fractions by using the number line as a guide; e.g., 1/3 = 2/6, 2/3 = 4/6.
• Write whole numbers as fractions (1 = 3/3, 2 = 6/3).
• Discuss in pairs why these make sense.

Small Group/Differentiated Instruction (5 minutes)

• Support: Use tactile number lines students can move a marker along (colored clothes pins or beads). Dyslexia-friendly labels provided.
• Advanced: Have students create number lines from 0 to 2, placing equivalent fractions greater than 1 (like 4/3 and 8/6).

Exit Ticket (5 minutes)

• Draw a number line from 0 to 1 and mark two fractions that are equivalent using thirds and sixths. Label them and explain why they are equal.

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Day 3: Writing Whole Numbers as Fractions & Recognizing Equivalent Fractions

Learning Objective

• I can express whole numbers as fractions and find fractions equivalent to whole numbers.
• I can explain why a fraction with the same numerator and denominator equals one whole.

Success Criteria

• Write whole numbers as fractions correctly (e.g., 1 = 1/1, 2 = 2/1).
• Recognize and explain fractions equivalent to whole numbers using models.

Anticipatory Activity (5 minutes)

• Show images of full pizzas and ask: “How can we write one whole pizza as a fraction?” (Expected: 1/1 or 4/4 if cut into fourths.)
• Share examples from students.

Teacher Instruction (10 minutes)

• Use an area model: show 1 whole shaded circle, label as 1/1.
• Divide same model into 4 equal parts, shade all 4 parts, label 4/4. Explain 4/4 = 1 whole.
• Extend to show that 2 whole pizzas can be written as 2/1 or 8/4.
• Emphasize fractions where numerator = denominator equal whole numbers.

Student Work/Lesson Application (15 minutes)

• Students draw area and length models for whole numbers expressed as fractions (examples: 1, 2, 3).
• Compose equivalent fractions for those whole numbers with denominators of 1, 3, and 4.
• Write explanation sentences or draw with labels.

Small Group/Differentiated Instruction (5 minutes)

• Support: Provide fraction fans and manipulatives for hands-on composing whole numbers as fractions.
• Advanced: Challenge students to write mixed numbers or improper fractions representing whole numbers (e.g., 5/5, 6/3) and justify their reasoning.

Exit Ticket (5 minutes)

• Write two different fractions equal to 1 whole and explain in one sentence why they represent the whole.

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Differentiation Strategies Across 3 Days

• Visual and tactile aids: fraction strips, fraction fans, manipulatives, number lines with movable markers
• Dyslexia-friendly reading materials: simple fonts (Arial, Comic Sans), ample spacing, visual cues linked to fractions
• Peer collaboration and discussion to support language development and communication skills
• Advanced learners create and explain fraction models with higher denominators or create ‘fraction stories’ to write equivalent fractions in context
• Use of concrete examples to abstract understanding stepwise, supporting different learning styles

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Assessment Summary

• Daily exit tickets capturing ability to model and explain equivalency of fractions
• Observation during partner and group discussions for conceptual understanding
• Student-produced models and writings from lessons
• Informal formative quizzes and interactive questioning embedded in the lesson

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References to Standards and Practices

• NC.3.NF.3: Represent equivalent fractions using area and length models; compose and decompose fractions.
• SMP.1: Make sense of problems and persevere in solving them (students justify equivalencies).
• SMP.2: Reason abstractly and quantitatively (link area/length models to numeric fractions).
• SMP.4: Model with mathematics (draw and interpret fraction models).
• SMP.6: Attend to precision (students accurately label fractions and explain equivalency).

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Wow Factor for Teachers:

This plan blends proven Curriculum Associates lesson strategies with differentiated, dyslexia-friendly materials, and extension challenges. Embedding daily "I can" statements empowers student ownership of learning, while guided discussions foster critical thinking beyond rote fraction memorization. The blend of tactile, visual, and numeric models meets diverse learners and builds a robust conceptual foundation for future fraction work — a transformative approach for the 3rd grade classroom!

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If preferred, I can also create printable student worksheets, dyslexia-friendly fraction flashcards, or interactive small group scripts to accompany this plan!