Adding Depth and Complexity to Your Lessons
Grade Level(s): 3
Content Area : Math
TEKS Objective: Number, operation, and quantitative reasoning.
The student uses fraction names and symbols to describe fractional parts of whole objects or sets of
objects.
The student is expected to:
(A) construct concrete models of fractions;
(B) compare fractional parts of whole objects or sets of objects in a problem situation using concrete
models;
(C) use fraction names and symbols to describe fractional parts of whole objects or sets of objects
with denominators of 12 or less; and
(D) construct concrete models of equivalent fractions for fractional parts of whole objects.
Language of the Discipline
Questions/Discussion Opportunities:
1. What vocabulary is used to describe the factional parts of a whole?
2. Discuss vocabulary: numerator, denominator, part, whole, set, equivalent
Student Activities/Products:
Complete Frayer Model or vocabulary squares for mathematical terms related to fractions.
Unanswered Questions
Questions/Discussion Opportunities:
1. How can the student use algebra to solve for a missing piece of a fraction?
2. How can the student use the model to complete the missing piece of a fraction?
Student Activities/Products:
Problem solving worksheet
Details
Questions/Discussion Opportunities:
1. What are the parts to whole relationships in fractions?
2. How can we describe a fraction?
3. Compare fractions. Think in terms of pizza. What piece would you rather have if you are very
hungry, ½ or ⅓?
Student Activities/Products:
1. Create a riddle book where a fraction is described in words and pictures of a set and the answer
is the number form of the fraction.
2. Make a fraction collage book where each page shows a different fraction with pictures that are
divided to represent the fraction.
Adding Depth and Complexity to Your Lessons
Grade Level(s): 3
Content Area : Math
TEKS Objective: Number, operation, and quantitative reasoning.
The student uses fraction names and symbols to describe fractional parts of whole objects or sets of
objects.
The student is expected to:
(A) construct concrete models of fractions;
(B) compare fractional parts of whole objects or sets of objects in a problem situation using concrete
models;
(C) use fraction names and symbols to describe fractional parts of whole objects or sets of objects
with denominators of 12 or less; and
(D) construct concrete models of equivalent fractions for fractional parts of whole objects.
Patterns
Questions/Discussion Opportunities:
1. What patterns are found in fractions?
2. How is the numerator related to the denominator?
3. What patterns do you see when you look at equivalent fractions?
Student Activities/Products:
1. List equivalent fractions and look for patterns in the numerators and denominators. How can
you use the patterns to predict the next equivalent fraction?
2. Create a class survey. Poll each student. Graph and analyze the results. What fraction of the
class chose ____? Look for patterns in the data using fractional analysis.
Rules
Questions/Discussion Opportunities:
1. What rules do we use in solving equations with fractions?
2. What rules do we use when building a model to match a fraction?
Student Activities/Products:
Build concrete models of fractions using manipulatives--use the denominator to determine the total
amount of manipulatives needed in the model and use the numerator to determine the amount of
manipulatives that are one color.
Trends
Questions/Discussion Opportunities:
Read the book If The World Were a Village by David Smith.
Discuss the trends in the world’s population, looking specifically at the distribution of age, religion,
education, access to clean water, economics etc.
Student Activities/Products:
1. Based on If The World Were a Village, what fraction of the world’s population has a college
education?
2. Based on If The World Were a Village, what fraction of the world’s population is
Adding Depth and Complexity to Your Lessons
Grade Level(s): 3
Content Area : Math
TEKS Objective: Number, operation, and quantitative reasoning.
The student uses fraction names and symbols to describe fractional parts of whole objects or sets of
objects.
The student is expected to:
(A) construct concrete models of fractions;
(B) compare fractional parts of whole objects or sets of objects in a problem situation using concrete
models;
(C) use fraction names and symbols to describe fractional parts of whole objects or sets of objects
with denominators of 12 or less; and
(D) construct concrete models of equivalent fractions for fractional parts of whole objects.
Christian/Buddhist/ Islamic/Jewish/atheist etc.?
Multiple Perspectives
Questions/Discussion Opportunities:
Discuss how fractions are important to different people in various professions.
Student Activities/Products:
Compare the perspective of a student, a chef, and an engineer and how each uses fractions and views
their importance.
Big Ideas
Questions/Discussion Opportunities:
1. How can we use fractions to discuss relationships between numbers?
2. How can fractions be used as part of a system?
Student Activities/Products:
Create a concept map linking fractions to big ideas.
Across the Disciplines
Questions/Discussion Opportunities:
How are fractions important in school, scientific research, industry, your house?
Student Activities/Products:
Research various professional occupations and find out how they use fractions on the job.
Relate over Time
Questions/Discussion Opportunities:
1. How has the use of fractions changed over time?
2. When was the earliest use of fractions recorded?
3. How can we use fractions to see changes over time?
Adding Depth and Complexity to Your Lessons
Grade Level(s): 3
Content Area : Math
TEKS Objective: Number, operation, and quantitative reasoning.
The student uses fraction names and symbols to describe fractional parts of whole objects or sets of
objects.
The student is expected to:
(A) construct concrete models of fractions;
(B) compare fractional parts of whole objects or sets of objects in a problem situation using concrete
models;
(C) use fraction names and symbols to describe fractional parts of whole objects or sets of objects
with denominators of 12 or less; and
(D) construct concrete models of equivalent fractions for fractional parts of whole objects.
Student Activities/Products:
How can we use fractions to find the number of third grade students at ______________ Elementary in
1970 compared to total enrollment? Current fraction of third graders at _____________ Elementary?
What can we predict about the future fraction of third graders at the school?
Parallel
Questions/Discussion Opportunities:
1. What similarities do the fractions 2/4 and 1/2 have?
2. Discuss similarities between fractions and models.
Student Activities/Products:
Design a card game for fractional pairs (fraction matches to model) or for equivalencies.
Contribution
Questions/Discussion Opportunities:
1. What contribution has the concept of fractions had on mathematics?
2. How have fractions influenced what we do in our daily life?
Student Activities/Products:
Write a schedule of the day and identify each place where fractions are utilized as part of the daily
routine.
Origin
Questions/Discussion Opportunities:
1. When was the earliest use of fractions recorded?
2. What would the world be like without fractions? What things would change?
Student Activities/Products:
Write about “My life without fractions….”
Adding Depth and Complexity to Your Lessons
Grade Level(s): 3
Content Area : Math
TEKS Objective: Number, operation, and quantitative reasoning.
The student uses fraction names and symbols to describe fractional parts of whole objects or sets of
objects.
The student is expected to:
(A) construct concrete models of fractions;
(B) compare fractional parts of whole objects or sets of objects in a problem situation using concrete
models;
(C) use fraction names and symbols to describe fractional parts of whole objects or sets of objects
with denominators of 12 or less; and
(D) construct concrete models of equivalent fractions for fractional parts of whole objects.