Grade:3

Subject:Math

Unit7Overview:
7.1LiquidVolume
7.2Exploringarrays,volume,andequalshares
7.3Numberstorieswithmeasures
7.4Fractionstrips
7.5Fractionsonanumberline,part1
7.6Fractionsonanumberline,part2
7.7Comparingfractions
7.8Findingrulesforcomparingfractions
7.9Locatingfractionsonnumberlines
7.10Justifyingfractioncomparisons
7.11Fractionsinnumberstories
7.12Fractionsofcollections
7.13Unit7Assessment

Schedule:

Monday2/8

Tuesday2/9

Wednesday
2/10

Thursday2/11

Friday2/12

(reviewunit6)

(reviewunit6)

Unit6Test

7.1

7.2

Monday2/15

Tuesday2/16

Wednesday
2/17

Thursday2/18

Friday2/19

NoSchool

Pretest

7.3

7.4

review

Monday2/22

Tuesday2/23

Wednesday
2/24

Thursday2/25

Friday2/26

7.5

7.6

7.7

7.8

7.8/7.9

Monday2/29

Tuesday3/1

Wednesday3/2 Thursday3/3

Friday3/4

7.9

7.10

7.11

7.12

Monday3/7

Tuesday3/8

Wednesday3/9 Thursday3/10

Friday3/11

Unit7Test

NoSchool

Review/catchup Review

7.11

Mathgames

Lesson7.1:LiquidVolume

Objective:Studentswillestimateandmeasureliquidvolumes.
Standards:[Link].2Solveproblemsinvolvingmeasurementandestimationofintervals
oftime,liquidvolumes,andmassesofobjects.
Materials:
studentwhiteboards,markers
SMARTboard,presentation
3emptycontainers(about1L,L,L)
1Lmeasuringcup(alsomarkedwithmL)
variousliquidcontainersmeasuringdifferentamounts(sodacan,milkjug,sodabottle,
etc.)
Vocab:Liquidvolume(howmuchliquidacontainerholds),Liter,Milliliter(standardunitsof
measure)

Procedure:
Opening/WarmUp(10min):
[Link]:oneofthesehasasumof
about
250
.Writethatproblem,notthesum,[Link].
[Link].
Showstudentsthethreecontainersandaskwhichonetheythinkhasthegreatest
volume.(Remindthemwhatvolumemeans).AskHowcouldyoufindout?Havethem
discusswitha
partner
.Shareideaswithgroup.
GuidingQuestions:Whattoolscouldweusetomeasureliquidvolume?
Whatisanexampleofastandardliquidunit?(cups,liters,milliliters,ounces,
gallons,etc.)
[Link],gallons,etc.=US,just
likeinches,feet
MainLesson(20min):
Havestudentsgatherinfrontonthefloor,bringwhiteboards.
[Link]
arelinesmarked.Explainthatthisisa1Lmeasuringcup,butitisalsomarkedin
milliliters(likearuler).1literisequalto1,[Link]
shows(100).Showthemtheothersideofthecupthatfeaturescupsandouncesto
showsimilarquantities.
Showtheclassthe250mLmeasuringcuphowmanyofthesecouldfitinthe1Lcup?
Repeatwithvarioussizedmeasuringcups.
Showtheclassthedropper.Ifweknowthatthismeasuringdeviceholds1,000mL,how
manymLdoyouthinkthistoolcanhold?(about1mL).Modelhowtofillthedropperand
emptyitintothe1Lmeasuringcup.
[Link].
Askwhichmeasuringdeviceweshouldusetodetermineitsvolume.

[Link]
surethewaterlineiscorrect.
Fillcontainerwithmeasuringcup,keepingtrackofhowmanytimesyouhaveto
refillthecup.
AskstudentshowmanymL(orL)[Link]
container?
Iftime,repeatwithother2containerstoconfirmwhichhadthegreatestvolume.

Displayeverydaycontainersforstudentstoseedifferentvolumesrepresentedwith
familiarthings.

Closure(10min):
Askstudentswhatvolumemeans?WhataremLandL?HowmanymLarein1L?
Studentswillreturntoseatsandcompletep.219,p.220,andp.221intheirmathjournals.

Extension:
Providestoryproblemforstudentstosolve
[Link].A
[Link]?
A:15bowls

ExtraSupport:
[Link]
withmathjournalp.219.

Lesson7.2:ExploringArrays,Volume,andEqualShares

Objective:Studentswillestimatethenumberofdoesinanarray,measureliquidvolume,and
identifyequalshares.
Standards:[Link].2Solveproblemsinvolvingmeasurementandestimationofintervals
oftime,liquidvolumes,andmassesofobjects.
Materials:
studentwhiteboards,markers
SMARTboard,presentation
MathJournalsp.222
equalsharecornbreadsort
activitycard79
Vocab:Liquidvolume(howmuchliquidacontainerholds),displace,equalshares

Procedure:
Opening/WarmUp(58min):
[Link]
whiteboards.Repeatwithrows2and3.
[Link],emphasizingthewordestimate.
Havestudentswritetheirestimatesontheirboardsandshareanswerswithapartner.
Askhowtheymadetheirestimate.

MainLesson(30min):
[Link]
thefirststation,theywillbeworkingonestimatinginanactivitysimilartotheoneinthe
[Link].
Atthesecondstation,[Link]
[Link]
cornbreadsintotwopilesonethatshowsequalsquares(samesizeservings)andone
withthosethatdonotshowequalsquares.
[Link]
[Link].
Showstudentswhereeachstationwillbelocatedandsplitthemintogroupsbycolor
[Link]
[Link].10minateachstation.

Closure(10min):
[Link]
twocornbreadsthatdidnotshowequalsquares.
HavestudentsworkonMathBoxes(mathjournalp.223)

Lesson7.3:NumberStorieswithMeasure

Objective:Studentswillsolvenumberstoriesinvolvingtime,mass,volume,andlength.
Standards:[Link].1Solvewordproblemsinvolvingadditionandsubtractionoftime
intervalsinminutes,e.g.,byrepresentingtheproblemonanumberlinediagram.
[Link].2Measureandestimateliquidvolumesandmassesofobjectsusingstandardunitsof
grams(g),kilograms(kg),andliters(l).Add,subtract,multiply,ordividetosolveonestepword
problemsinvolvingmassesorvolumesthataregiveninthesameunits,e.g.,byusingdrawings
(suchasabeakerwithameasurementscale)torepresenttheproblem.

Materials:
studentwhiteboards,markers
Elmo
WarmUp,MathMessage,andStoryProblemsheets
MathJournals

Vocab:Liters,Mililiters,grams,kilograms

Procedure:
Opening/WarmUp(810min):
[Link]
[Link]
ontheirwhiteboards.Repeatwithrows2and3.
[Link]
weknow?Whatdoweneedtofindout?Havestudentsworkindependentlytosolvefor
afewminutes,[Link].
Ifnumberlinestrategyisnotsharedbystudent,showthem.
Ask,whatifthebusdidntleaveuntil2:10PM,howlatewouldSanjaybe?

MainLesson(30min):
[Link]:
Asipofwaterisabout10mL.Abouthowmanysipswouldittaketodrink130mL?
Whatdoweknow?Whatdowewanttofindout?Whatdowehavetodotofind
thenumberofsipsitwilltaketodrink130mL?Whatarepossiblestrategies?
Skipcountby10s,thinkofrelatedmultiplicationproblem,sketch
[Link]?

Posenextproblem,Arunnertakeslargersipsafterarace.Shedrinksabout20mLper
sip.Howmanysipsdoesshetaketodrinkthe180mLinherwaterbottle?
[Link]
[Link]
theyarefinishedtheycanworkontheirMathBoxes.
Observestudentsastheywork,assistasneeded.


Closure(5min):
Reviewstrategiesandwayswecanmakesenseofnumberstorieswithmeasures.
Reviewtheunitswediscussed(minutes,mL,inches,kilograms)

Extension:
Studentscanwriteanumberstoryinvolvingmeasurement.Canuseactivitycard80from
EverydayMathfordirections.

ExtraSupport:
[Link]
understanding,teachercanpullthemandworkwiththemalltogether.

Lesson7.4:FractionSlips

Objective:Studentswillpartitionfractionstripsandusethemtonameandcomparefractions.
Standards:CCSS
[Link].1:
Understandafraction1/basthequantityformedby1partwhena
wholeispartitionedintobequalpartsunderstandafractiona/basthequantityformedbya
partsofsize1/b.
[Link].3:
Explainequivalenceoffractionsinspecialcases,andcomparefractionsbyreasoning
abouttheirsize.

Materials:
studentwhiteboards,markers
SMARTboard
WarmUp,MathMessage
Coloredpaper(6sheetsperstudent),markers/pencils
MathJournals

Vocab:unitfraction,greaterthan,lessthan,equalto,equivalent

Procedure:
Opening/WarmUp(5min):
[Link]
[Link].
Askforvolunteerstoexplainhowtheyfigureditout.Repeatwithcard164and165.

MainLesson(25min):
[Link]
[Link],andtellthemtolabel1/[Link]
does1/1equal?1whole.
[Link],andaskstudentshow
manypartstherearenow(2).Writeoneachsection.
Purplepapermodelfoldingitinhalfjustliketheblue,[Link]
partsaretherenow?(4).Writeoneachsection.
Redpapermodelfoldingitinhalf,thenhalfagain,[Link]
partsarethere?(8).[Link]
same
size.
Orangepaperfoldthepaperinto3
unequalp
[Link],doeseachofthesesections
show?Explainthatno,theydontbecausetheyare
not
[Link]
styleinthirds.
Redpapermodelinthirdsjustliketheorangepaper,theninhalf.
[Link](the
numberontop)ofeachstrip.Whatdoesthe1tellyou?
Askthestudentstogetouttheirfourthsstrip(purple),andfolditsoonly3boxes
[Link]?()because++[Link]

[Link]?(2/4).Askthemtofindanother
fractionthatisthesamesizeas2/4(,4/8).
Write______ontheboard.[Link]
greaterthan,lessthan,orequalto?

Closure(10min):
[Link].
StudentscanworkonMathBoxeswhentheyarefinished(p.228).

Extension:
Studentscancreatemorefractionslips(
,1/10,1/12,etc.)toexplore.

ExtraSupport:
Studentscanusetheircoloredfractionslipstohelpthemvisualizeasneeded.

Lesson7.5:FractiononaNumberLine,Part1

Objective:Studentswillrepresentfractionsonanumberline.
Standards:CCSS
[Link].2:
Understandafractionasanumberonthenumberlinerepresent
fractionsonanumberlinediagram.

Materials:
studentwhiteboards,markers
SMARTboard
WarmUp,MathMessage
fractionslips
MathJournals

Vocab:distance,whole,denominator,numerator

Procedure:
Opening/WarmUp(10min):
Displaywarmuponboard.Havestudentscountfrom0to1whole,clappingatthe
[Link]
counting.Pointoutfractionsthatareequivalenttoand1.
Countbyhalves.
Countbysixths.
Countbytwelfths.
[Link]
0,[Link]
whole
isthedistancebetweenthetwostudents.
Havestudentsnamesomenumbersontheline(,,,etc.).Askforavolunteerto
comestandattheposition(halfwaybetweenthetwostudents).Repeatwithand
.

MainLesson(20min):
Explainthattodaystudentswillusetheirfractionslipstolocationfractionsonnumber
linesbyusingthe
folds(
notareasinbetweenfolds)asguidelinesforthetickmarks.
Studentsmayworkwiththeirtablegrouptocompletep.229intheirmathjournals.
Observeandassistasstudentscompletethepage.
[Link]
thirdsnumberline.Startat0/3andhavestudentscountasyoumoveyourfingeralong
theline:,,3/[Link]?howmuchfurtherdowehaveto
movetogetto1?Repeatwithothernumberlines.
Reviewdenominatorandnumeratorandwhattheyrepresent.
Moveyourfingerfrom0toandthenfrom0to2/[Link]?Howdoyou
know(samedistancefrom0).[Link]
younotice?Thesefractionsareequivalent(2/4,3/6,4/8),theynamethesamepointon
[Link].


Closure(10min):
[Link]
equivalentfractionsandwhereyouwouldfindthemonanumberline.
StudentsmaycompletetheirMathBoxes.

ExtraPractice:
Iftime,studentsmayplayFractionMemory.

Extension:
Havestudentscreateanumberlinefrom02usingdifferentfractions(0/24/2,0/612/6,
0/816/8)

ExtraSupport:
Revisitthefractionslipsandusethosetoassistinlabelingthenumberlines.

7.6:Fractionsonanumberline:Part2

Objective:Studentswillidentifyfractionsgreaterthan,lessthan,andequaltooneonanumber
line.
Standards:CCSS
[Link].2:
Understandafractionasanumberonthenumberlinerepresent
fractionsonanumberlinediagram.

Materials:
studentwhiteboards,markers
SMARTboard
WarmUp,MathMessage
fractionslips
MathJournalsp.232234

Vocab:fractions,greaterthanone

WarmUp:Fractionquicklookidentification
MathMessage:Studentsrepresentfractionsofanapplewithfractioncircles(,2halves,3
halves)
MainLesson:
StudentNumberLine(0/48/4)
howmanyequalparts?Why9kidsstandingup?(Firsttickmarkat0,partis
spacebetweentickmarks)
MathJournalpg.232
NumberlineA
arrows,from01,howmanyparts?
NumberlineB
Whatsdifferent?02
spaces=parts
whynumeratorincreasingbutdenominatorstaysthesame?
NumberlineC
completetogether
NumberlineD
completetogether
MathJournalp.233independently
Mathboxesindependently
EverydayMathGamesFractions

7.7:ComparingFractions

Objective:Studentswillcomparefractionsusingvisualmodels
Standards:CCSS
[Link].2:
Understandafractionasanumberonthenumberlinerepresent
fractionsonanumberlinediagram.
[Link].3.d:
Comparetwofractionswiththesamenumeratororthesamedenominatorby
[Link]
[Link]>,=,or<,and
justifytheconclusions,e.g.,byusingavisualfractionmodel.

Materials:
studentwhiteboards,markers
SMARTboard
WarmUp,MathMessage
fractionslips
MathJournalsp.235237
fractioncards
fractionnumberlineposter

Vocab:benchmark,greaterthan,lessthan

WarmUp:Fractionquicklookidentification
MathMessage:Studentslookat4differentwholes(acircle,arectangle,andatriangle)
Whichshapeshowsashadedpartlessthan?Whichshowsashadedpartgreater
than?Whichshapeshowsabout?
Studentsexplainanddiscusstheirresponses
MainLesson:
Explainthattodaystudentswillcomparefractionsonnumberlinesbythinkingabout
theirlocationsinrelationtothebenchmarks,0,and1.
Shownumberlineposter.
Howcanwetellifonefractionisgreaterthanorlessanotherfraction?
Howcanweusethenumberlinepostertohelpusfindfractionsthatare
equivalentto?
FillinFractionBenchmarksonpg.235together
Explainthatusingbenchmarkslikecanhelpthemcompareother
fractions.0and1canalsobehelpfulbenchmarks.
Display____>1/[Link]
[Link].Repeatwith___<and
____=1/2.
HavestudentscomparefractionsonEverydayMathGames
FractionTopIt(
canplay
togetheriftime)


7.8:FindingRulesforComparingFractions

Objective:Studentswillorderfractionswiththesamenumeratorandwritearuleforordering
similarsetsoffractions.
Standards:CCSS
[Link].2:
Understandafractionasanumberonthenumberlinerepresent
fractionsonanumberlinediagram.
[Link].3.d:
Comparetwofractionswiththesamenumeratororthesamedenominatorby
[Link]
[Link]>,=,or<,and
justifytheconclusions,e.g.,byusingavisualfractionmodel.

Materials:
studentwhiteboards,markers
SMARTboard
WarmUp,MathMessage
fractionslips
MathMasterspp.248249
MathJournalsp.239
fractioncards
fractionnumberlineposter

WarmUp:countfractionstowholenumbers,stompnumberofwholes.
Countbyhalvesto4(8/2)
Countbyfourthsto3(12/4)
Countbyeighthsto2(16/8)
MathMessage:[Link]?Howdo
youknow?Sharerules

MainLesson:
Studentsworkonmathmasterspp.248249
mayusefractioncards,fractionstrips,numberlineposter,fractionshapes

7.9:LocatingFractionsonaNumberLine

Objective
:Studentswillpartitiondistancestolocatefractionsonnumberlines.

Standards
:CCSS
[Link].2:
Understandafractionasanumberonthenumberlinerepresent
fractionsonanumberlinediagram.
[Link].3.d:
Comparetwofractionswiththesamenumeratororthesamedenominatorby
[Link]
[Link]>,=,or<,and
justifytheconclusions,e.g.,byusingavisualfractionmodel.

Materials
:
studentwhiteboards,markers
SMARTboard
WarmUp,MathMessage
fractionslips
MathJournalsp.240242
fractioncards
fractionnumberlineposter

Introduction(57min):
WarmUp:
FractionQuickLookCardsnamethefractionthatmatchesthe
shaded
region(,,

)
MathMessage
:[Link].
Howdidyouknowwheretoput?

MainLesson(1520min):
Havestudentsgetouttheirfractionslips.
Completebottomportionofp.240together
Startat0howmanyhalveshaveItraveled?(0/2),Movealongthenumberline
to1,howmanyhalveshaveItraveled?(2/2).If0is0/2,and1is2/2,whereis?
Howmanywholesonthenumberline?
Whatdoyounoticeaboutthelengthofthewholesonthisnumberlinecompared
totheoneabove?Whyaretheyshorter?
isalwaysgoingtobebetween0and1andrepresentshalfofthatwhole.
Turntopg.241andcomplete#1together.
Readdirections
Itsaskingustolocateonthenumberline.Firstweneedtostartwith0and1.
Havestudentvolunteersmodelthenumbertheline.(callonstudentsto
represent0/3,and3/3,havethemwritethefractiontheyrepresentontheir
whiteboards.)
Howmanyequalpartsshouldtherebe?(3)Howdoweknow?

[Link]?
[Link]?
Complete#2together.
Whatisitaskingustofindthistime?2/6.
Askforstudentvolunteerstocomerepresent0and1(6/6).Makesuretheywrite
theirfractionsontheirboards.
Howmanysixthsareequivalentto?3/6.Askforvolunteertostandinthe3/6
location.WhydidIstartwithmy3/6markwhenitsaskingmetofind2/6?
Askforstudentvolunteertocomestepinthe
place.Thenthe2/[Link]
didtheypositionthemselveswheretheydid?

Conclusion(20min):
[Link]
.Studentswhowouldlikemoreassistanceshouldcometofloorandyouwillcontinue
[Link]
[Link]
boxestheycanplayfractiongamesoneverydaymath.
Beforedismissingstudentstocometothefloororworkindependently,givedirectionsfor
#[Link].

ExtraAssistance:
[Link].

Extension:
HavestudentscreatetheirownminiNumberLinePosterthatcontainshalves,thirds,sixths,
fourths,eighths,andtwelfths.

7.10JustifyingFractionComparisons

Objective:Studentswillmakeandjustifyfractioncomparisons.

Standards:
[Link].2
Understandafractionasanumberonthenumberlinerepresentfractions
onanumberlinediagram.
[Link].3
Explainequivalenceoffractionsinspecialcases,and
comparefractionsbyreasoningabouttheirsize.

Materials:
studentwhiteboards,markers
SMARTboard
WarmUp,MathMessage
fractionslips
MathJournalsp.243245
fractioncards
fractionnumberlineposter

WarmUp:[Link]
shaded
partoftheimageshowsa
fractionthatisgreaterthanorlessthanandhowtheydecided.

MathMessage:Usefractioncirclestosolvethisproblem:Lucaseats
ofaroundquesadilla.
[Link]
quesadilla?
Whatisthewhole?
Studentsexplainhowtheygottheiranswers
Whatnumbersentencedescribesthiscomparison?
<
WhatfractionsarewecomparingwhenwelookatLucassandMaurasleftoverpieces
ofquesadilla?
andWhatnumbersentencedescribesthiscomparison?
>

Introduction:
Tellstudentsthattheywillcontinuetousedifferentfractiontoolstomakefraction
comparisonsandfindequivalentfractions.

MainLesson:
[Link]
[Link].243withtheir
[Link]
work.
[Link]
wouldliketostartworkingonthepagetofillinalloftheblanks,[Link]
[Link]=____.[Link]?/6>?/6
Askforstudentvolunteerstocomesharetheirfindings.

Conclusion:
[Link].
Studentsmayplayfractionwarwithapartnerwhenfinishedwithmathboxes.

Note:Makesuretogooverdirectionsfortheirhomeworkbeforetheyleavefortheday.

7.11FractionsinNumberStories

Objective:Studentswillsolvefractionnumberstories

Standards:
[Link].1
Understandafraction1/basthequantityformedby1partwhenawholeis
partitionedintobequalpartsunderstandafractiona/basthequantityformedbyapartsofsize
1/b.
[Link].2
Understandafractionasanumberonthenumberlinerepresentfractionsona
numberlinediagram.
[Link].3
Explainequivalenceoffractionsinspecialcases,andcompare
fractionsbyreasoningabouttheirsize.

Materials:
studentwhiteboards,markers
SMARTboard
WarmUp,MathMessage
fractionslips
MathJournalsp.246248
fractioncards
fractionnumberlineposter
NumberStorySlides

WarmUp:Studentsdecideiffractionislessthanorgreaterthan.
0/2,2/2,,,4/4,2/6,4/6,5/6

MathMessage:Useyourruleranddrawalinesegmentthatis2incheslongonyour
[Link]
there?(5)

Introduction:
TelltheclassyouwroteanumberstorytomatchtheirMathMessagedrawings:
[Link]
endtoend,[Link]
shehave?
Howdoesyourdrawingfitthisnumberstory?

MainLesson
Posethefollowingnumberstory:
[Link]
friendget?
[Link].
Havestudentssharetheirstrategies(choosebasedonwhatyouobservedso
differentstrategiesareshared).A:Eachchildgets1or5/4granolabars
Poseanothernumberstory:

T.J.walks3/[Link].
Whowalksthegreaterdistance?
[Link]
mentioned,pointoutnumberlines.
Modelusingclassfractionnumberlineposter
Otherpossiblenumberstoriestosolveanddiscussdependingontime:
Martahas4shoeboxesandsheputsthemallinhercloset.Thewholeis1
[Link]?
[Link]?
[Link]
orangeswilleachfriendget?
[Link]
eat?Whoeatsmoreofthesalad?

Conclusion:
[Link]
yes,[Link],theymaygowork,andothercanstay
andworkinsmallgrouptogether.
Gooverdirectionsforp.247.
Whenfinishedwith246and247,mayworkonmathboxesthenplayfractiongameson
everydaymath.

Extension:
Studentscanattempttowriteanumberstorywithfractionsforaclassmatetosolve.

7.12FractionsofCollections

Objective:Studentswillnamefractionsofsetsofobjects.

Standards:
[Link].1
Understandafraction1/basthequantityformedby1partwhenawholeis
partitionedintobequalpartsunderstandafractiona/basthequantityformedbyapartsofsize
1/b.
[Link].2
Interpretwholenumberquotientsofwholenumbers,e.g.,interpret568asthe
numberofobjectsineachsharewhen56objectsarepartitionedequallyinto8shares,orasa
numberofshareswhen56objectsarepartitionedintoequalsharesof8objectseach.

Materials:
studentwhiteboards,markers
SMARTboard
WarmUp,MathMessage
MathJournalsp.249250
Collectionsofitems/Counters

WarmUp:Havechildrensolveequalsharingnumberstoriesonslates

MathMessage:[Link]
[Link]?
Discuss

Introduction:
Guidestudentsinthinkingaboutfractionswhenthewholeisacollection,orgroupof
items.
Today,wearegoingtousefractionstonamepartsofawholecollectionofobjects.

MainLesson:
Havefourstudentscomestandtogether.Telltheclassthestudentsmakeup1whole.
Haveonechildstepforward.
Whatfractionofthecollectionofchildrensteppedforward?.Whatfractionof
thechildrenstayedback?
Passoutcounters(eachstudentneedsatleast12)Remindthemthatthewholeisthe
totalnumberofcountersinthecollection.
[Link]?Whatfractionofthiscollectionis1
counter?Whatfractionis3counters?
[Link]?Show2/8ofthecollection.
[Link].
Thereare8crayonsin1box.Howmanycrayonsarein2boxes?In1boxes?
[Link]
[Link].

[Link]?Whatfractionofthe
birdsstayed?
[Link]
get?
TroyandKamileachhave8pencils.2/8ofTroyspencilsarebrokenand6/8of
[Link]?

Conclusion:
[Link]
ofyoulikepizza?walktoschool?playsoccer?[Link]
studentstogiveafractionforeachcollection.
[Link]
picturesandusecounters.
Completemathboxesonp.250.