# Measuring Friendship Bracelets - Joliet Public Schools District 86

```Third Grade
Unit Aligned
Name: _____________________________________________
following sources:
Smarter Balanced
Public Schools of North Carolina
NYC Dept. of Education
Unit
5
Fractions
3.MD.4
Measuring Friendship Bracelets
Boys and girls in the Sunnyside Art Club made friendship bracelets to sell.
Measure each of their bracelets to the nearest &frac14; inch and record your measurement
data on the line plot.
Bracelet Measurements
4
4&frac14;
4&frac12;
4&frac34;
5
5&frac14;
5&frac12;
5&frac34;
6
measurements to the nearest &frac14; inch
1. What was the most common length for a bracelet?
2. How many bracelets were shorter than 5 inches?
3. If the Sunnyside Art Club sold bracelets that were 5 &frac14; inches or longer for
\$1.00 each, how much money would they make?
Friendship Bracelets











3.MD.4
Estimating Measurements
Ms. Mac asked each of her students to use estimation to draw a five-inch line.
Then, each student measured his/her line to see how close it actually was to five
inches. The students’ actual measurements are in the chart below. Organize the
students’ measurement data on the line plot.
Students’ Line Measurements
Students’ Line Measurements
(to the nearest &frac12; inch)
Allie
5&frac12;
Hal
3&frac12;
Ben
5
Izzie
6
Cory
5&frac12;
Jorge 5 &frac12;
Dean
4&frac12;
Katie
4
Ellen
3&frac12;
Lara
4&frac12;
Eliza
5
Matt
3
Fran
4
Nick
4&frac12;
Gary
5&frac12;
Ollie
5&frac12;
3
3&frac12;
4
4&frac12;
5
5&frac12;
measurements to the nearest &frac12; inch
1. How many students’ lines were exactly five inches long?
2. How many students drew a line longer than five inches long?
3. What was the length of the shortest line drawn?
4. How many students drew a line that was either 4 &frac12; inches long or 5 &frac12;
inches long?
6
3.NF.1
Selling Bubble Gum
Turner is selling giant sticks of bubble gum at the fair.
Customers can buy Turner’s bubble gum in the following lengths:
Bubble Gum Lengths
whole stick of bubble gum
1/2 stick of bubble gum
1/3 stick of bubble gum
1/4 stick of bubble gum
1/6 stick of bubble gum
1/8 stick of bubble gum
In order to quickly package and sell the bubble gum, Turner has asked
you to create a chart showing the different bubble gum lengths.
After creating your chart, respond to each question:
1. How can you prove that each lengths is correct?
2. Which lengths were easiest to find? Why?
3. Which lengths were the trickiest to find? Why?
Bubble Gum Stick Template
(each gray rectangle represents one whole stick of gum)
3.NF.2
Sharing Licorice
Gino has 8/4 feet of licorice to share with his friends. He decides to give each
friend 1/4 foot of licorice. Draw lines on Gino’s licorice to show where he should
cut each 1/4 foot.
Gino’s Licorice
8
0
4
Explain how you decided where to draw lines on Gino’s licorice.
3.NF.2
3.NF.3
Sharing Pie
Mia and Jose decided to share a pie. Mia ate 1/3 of the pie, and Jose ate 2/6 of the pie. Which
friend ate more? Explain your solution using pictures, numbers, words, and/or a number line.
3.NF.3
Placing Fractions
Use this number line to answer each question.
1. Billy, Ray, and Miley were writing fractions on this number line.
 Billy said that the value of the triangle on this number line is 1/2.
 Ray said that Billy is wrong; the value of the triangle is 2/4.
 Miley said that both boys’ answers are right.
Explain who is correct using objects, pictures, numbers, or words.
Placing Fractions Con’t
2. Miley looked at the star on the number line, and said, “I can think of three
different ways to write the value of the star.” How many different ways
can you write the value of the star? Explain why your answers are correct
using objects, pictures, numbers, or words.
3.NF.1,2,3 3.G.2
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