Math ents Let’s Learn Together!...Let’s Learn Together! then fractions and iden that you learned these past two weeks and 3rd Grade Parents, This learning bundle provides your

$Page 1: Math ents Let’s Learn Together!...Let’s Learn Together! then fractions and iden that you learned these past two weeks and 3rd Grade Parents, This learning bundle provides your$
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Let’s Learn Together!

3rdGrade Parents,

This learning bundle provides your child an opportunity to practice their

understanding of fractions. Partitioning was introduced indirectly; please ask your

teacher for help if you do not understand.

Your child will identify parts of a whole and write the fraction that it shows, and

then practice shading regions to represent fractions and identifying fractions.

Finally, your child will use the fractions that you learned these past two weeks and solve story problems.

Game board pieces and paper

manipulatives may be used again in future learning bundles. Please be sure to keep

them in a safe spot.

MY CHILD CHOSE THE

FOLLOWING 4

DOCUMENTS FOR THEIR

PORTFOLIO: (PLEASE

ATTACH THEM TO THIS

COVER SHEET)

___________________________

Parent Signature

“Must Do” Activities At–A–Glance

Activities for May 18 – May 29, 2020

Activity Description Video Resources to help with Fractions

1 Exploring Halves

https://bit.ly/3aLscPJ (Intro to Fractions)

https://binged.it/3eVndiJ (length fraction model)

https://binged.it/2W75xYD (fractions on a

number line)

2 Exploring Fourths and Halves

3 Halves, Fourths, and Eighths

4 Exploring Thirds and Sixths

5 Fractions in a Region

6 Understanding the Whole

7 Putting It Together

Intro to

Fractions

Fractions- Length Model

Fractions on a

Number line

https://bit.ly/3aLscPJ

https://binged.it/3eVndiJ

https://binged.it/2W75xYD

3rd Grade Math –4.1: Exploring Halves

Complete the MUST DO activity. Then choose one more activity to do. Check the activities you completed.

MUST DO: Exploring Halves

Attached. Complete the task exploring halves. While partitioning has been introduced indirectly, please read carefully and follow the directions. Ask your teacher for help.

I DID IT!

Game: The Product Game

Attached. Using the game board, practice your multiplication facts in a challenging way.

I DID IT!

Complete at least 2 lessons on

DreamBox.

I DID IT!

1) How many ways can you represent 49?

2) Write a story problem using one of your representations.

My Work:

Fraction Partitioning Resource Page

A fraction is a NUMBER.

One meaning for a fraction is a number that represents a part of the whole.

When a whole is partitioned or divided into equal parts (“fair sharing”), the fraction

compares parts to the whole.

When a fraction is used to describe part of a region, the whole needs to be divided into

equal parts. Each model below is divided into equal parts.

Halves- 2 equal parts Fourths- 4 equal parts Eighths- 8 equal parts

Thirds- 3 equal parts Sixths- 6 equal parts

These are NOT equal parts.

There are 2 equal parts

that make the whole.









Unit Fraction

A unit fraction represents 1 part of a whole divided into equal parts. A unit fraction can be

represented in a variety of ways.

𝟏

𝟐

𝟏

𝟒

𝟏

𝟖

𝟏

𝟑

𝟏

𝟔

𝟏𝟐 𝟏

𝟒

𝟏

𝟖

𝟏

𝟑

𝟏

𝟔

A fraction can have multiple copies of a unit fraction.

𝟏

𝟐

𝟏

𝟐

𝟏

𝟑

𝟏

𝟑

𝟏

𝟑

𝟏

𝟖

𝟏

𝟖

𝟏

𝟔

𝟏

𝟔

𝟏

𝟔

𝟏

𝟒

𝟏

𝟒

𝟏

𝟒

𝟏

𝟒

𝟏

𝟖

𝟏

𝟖

𝟏

𝟔

𝟏

𝟔

𝟏

𝟔

𝟏

𝟖

𝟏

𝟖

𝟏

𝟖

𝟏

𝟖

Vocabulary

Half—When a whole is partitioned/divided into 2 equal parts.

Fourths—When a whole is partitioned/divided into 4 equal parts.

Eighths—When a whole is partitioned/divided into 8 equal parts.

Thirds—When a whole is partitioned/divided into 3 equal parts.

Sixths—When a whole is partitioned/divided into 6 equal parts.

Whole—All the parts in a figure/region.

Unit Fraction—1 equal part of the whole.

Manipulative Page 1

Use with 4.1- Cut neatly

Figure A- Use with Activity 1

Figure B- Use with Activity 1

Figure C- Use with Activity 1

Figure D- Use with Activity 2

Figure E- Use with Activity 2

Extra just in case

Extra- Just in case

Grade 3

MUST DO 4.1 - Show What You Know- Exploring halves - SAVE YOUR FIGURES, YOU WILL USE

THEM LATER.

Today you will explore fractions with halves by folding paper. It is very important you cut

the figures slowly and accurately. You must stay on the lines. Make sure you fold neatly so

you have equal size parts.

At the end of the lesson, you should be able to…

Fold a square or rectangle to show halves several different ways

State what a fraction is

Label the parts of the figures

Materials for today.

Scissors, pencil, manipulative page 1

Activity 1

This is the whole we will be working with today.

Go to manipulative page 1 and cut out Figure A. This is the whole. Label the whole.

Figure A

Whole

Cut out the whole Figure B- You will be making halves

Draw a line with your pencil on the fold.

Label half on each side with a pencil. Write 𝟏

𝟐 under each word.

Cut your figure on the line you drew with your pencil. (Save the pieces)

How many equal parts are in your whole? ________________.

Cut out the whole Figure C

Draw a line with your pencil on the fold

Label half on each side with a pencil. You can write ½ under each word.


Fold your paper “hamburger”

style like the picture.

Are your pieces equal?______

Half

𝟏

𝟐

Fold your paper “hot

dog” style like the

picture.

Are your pieces

equal?______

𝟏

𝟐

Half

𝟏

𝟐

Half

Activity 2

Directions:

Cut out Figure D.

Fold the figure to show another way to show halves (2-equal parts).

Draw your fold below.

Figure D

Label each piece 𝟏

𝟐 .

Repeat with Figure E. Make sure you fold it a different way.

Figure E

Make sure you label each piece.

Activity 3

Fill in the answer to the blanks.

_______ halves (parts) equal 1 whole.

How do you write the fraction for one half? ____________

Explain why your answer is correct, and the other choices are not.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

The Product Game Directions

How to Play

The Product Game is played by two players on a printable game board like the one shown below. The main

section of the board is a square grid of all the products that you can get by multiplying the numbers from 1 to

9. The goal of the game is to color in four squares in a row, either vertically, horizontally or diagonally.

Along the bottom of the paper is a row of the factors from 1 to 9.

Quick vocabulary recap: two factors multiply to equal a product. So in the problem 4*5 = 20, the numbers 4

and 5 are the factors and 20 is the product.

Player 1 places a token on any of the factors, but colors in nothing. Then Player 2 places a second token on

any of the factors and colors in the product that you get when those two factors are multiplied.

Now it's Player 1's turn. She can move either of the tokens, but not both. So if the first two tokens were

placed on 4 and 5, Player 2 got to color in the 20 square. Now Player 1 could, for example, move the 4 token

to 7 so that she multiplies 7 by 5 to get 35.

This restriction makes the game particularly fun and strategic. You can't just move anywhere, since your

options are constrained by your opponent's previous move. At the same time, you have the ability to constrain

your opponent's options! Don't want him to color in 15? Just make sure you never play any 3s or 5s. Although

that might be harder than you think...

© 2008 National Council of Teachers of Mathematics http://illuminations.nctm.org

The Product Game

1 2 3 4 5 6

7 8 9 10 12 14

15 16 18 20 21 24

25 27 28 30 32 35

36 40 42 45 48 49

54 56 63 64 72 81

Factors:

1 2 3 4 5 6 7 8 9

3rd Grade Math –4.2:


MUST DO: Exploring Fourths and

Halves

Attached. Use the manipulatives to complete the tasks on fractions.

I DID IT!

Fluency: Facts with 6

Attached. Complete the chart and prove why your answer is correct.

I DID IT!


DreamBox.

I DID IT!

4.2- May Do Task: Legs, Paws, and

Feet

My Work:

Student Resource Page for 4.1 and 4.2

A fraction is a NUMBER.

When a whole is partitioned or divided into equal parts (“fair sharing”), the

fraction compares parts to the whole.

Each model below is divided into equal parts.

Halves - 2 equal parts

There are 2 equal parts that make the whole.

Fourths- 4 equal parts

There are 4 equal parts that make the whole.

These are NOT equal parts.

Unit Fraction

A unit fraction represents 1 part of a whole divided into equal parts. A fraction

can have multiple copies of a unit fraction.

𝟏

𝟒

𝟏

𝟐

1/4

Multiple Copies if the unit fraction

Vocabulary

Half- When a whole is partitioned/divided into 2 equal parts

Fourths- When a whole is partitioned/divided into 4 equal parts

Whole- All the parts in a figure

Unit Fraction- 1 equal part of the whole.

1/2

1/4 1/4 1/4 1/4

1/2 1/2

Grade 3

MUST DO 4.2 - Show What You Know- Exploring fourths and halves

Today you will explore fractions with fourths by folding paper, and cutting apart the whole.

You will also use halves to make fourths by folding paper and drawing models. It is very

important you cut the figures slowly and accurately. You must stay on the lines. Make sure

you fold neatly so you have equal size parts.


Fold a square or rectangle to show fourths several different ways

Partition a figure into halves and then fourths by drawing a model

State what a unit fraction is

Label the unit fractions on your models



Activity 1


Go to manipulative page 2, and cut out figure A.

Figure A

Half

½

Now make 1 more “hot

dog’ style fold. You should

have 4 parts. Draw a line on

each fold. Label each part

Fold your paper “hot

dog” style to make 𝟏

𝟐like

in the picture. Draw a

line on the fold.

1

4

1

4

1

4

1

4

Cut on the 3 folds.

How many parts are in your new whole? _________

Figure B

Open it up and draw a line with your pencil on all the folds. You should have 4 equal

pieces.

Label part/piece 1

4


Save the figure for 4.3

Move down to Activity 2.

Fold your paper “hamburger”

style like the picture.

Fold it one more time like a

hamburger. Open it up. You

should have 4 parts.

Half 𝟏

𝟐

Activity 2

Directions:

Use your models to answer the questions below.

What do you notice about the size of the fourths ( 𝟏

𝟒 ) compared to the half (

𝟏

𝟐 ) ?

___________________________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_________________________________________________

Label the unit fraction for the figures below. Remember the unit fraction is one piece of the

whole.

Circle the 2 figures that show equal sized pieces.

Label 1 of the parts a unit fraction.

Optional Challenge Problem- Give it a try!

Use the table of flags to answer the questions below.

What fraction represents the

white part of Nigeria’s flag?

The flag of this nation has more than

3 equal parts. Which nation is it, and

what fraction represents 1 part of

its flag?

__________________________

Which nation’s flag is NOT

divided/partitioned into equal parts?

________________________

Which nation’s flag shows halves?

_________________________

Manipulative Page 2

Use with 4.2- Cut neatly

Figure A- Use with Activity 1


Extra just in case

MAY DO - Fluency 4.2

Pick one and prove why your answer is correct.

3rd Grade Math –4.3: Partitioning Shapes in to halves, fourths,

and eighths


MUST DO: Halves, Fourths, and

Eighths

Attached.

I DID IT!

Enrichment: In and Out Division

Attached. Complete the function table to make the mathematical statement true.

I DID IT!


DreamBox.

I DID IT!

Would you rather?

My Work:

Grade 3

MUST DO 4.3 - Show What You Know- Partition (equally dividing) shapes in halves to fourths to

eighths

Today you will partition rectangles and squares and label the unit fractions. Unit fractions

are 1 piece of the whole. Each whole has more than 1 unit fraction.


Partition a figure into halves, fourths and then eighths.

Label the unit fractions

Identify how many unit fractions are in each given whole.

Identify equal and not equal parts

Activity 1

There are several ways to partition shapes into halves, fourths and eighths. We

will focus on solely partitioning using vertical lines like this ( ). Doing it this

way, will help you in the next bundle).

Show 1

2 of each shape below using a vertical line ( ). Label the unit

fraction 1

2 in each part.

How many unit fractions are in each whole? _______

Did you notice...

One whole is equal to 2 halves.

Two halves are equal to 1 whole.

Activity 2

Now we will use the rectangle below to move from halves to fourths using vertical lines ( )

on the same rectangle. Follow my partitioning on the blank rectangles (whole).

Directions

Step 1- Draw a

rectangle below

mine. Do not

make it too

large.

Step 2- Partition

your whole into 1

2 .

Step 3- Now

partition each

half in half

again to get 4

equal pieces.

See my model.

Step 4- Now

partition each of

the ¼ -into half.

You will end up

with 8 equal

pieces.

Step 5- Label

each part 1

8

Did you notice…

1 whole equals 4 equal

parts.

There are four ¼ in the

whole.

Answer the questions below about eighths.

What did you notice about the size of the 1/8 part compared to the ¼ and ½?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

When working with eighths…

The whole has _______ equal parts

It takes ________ 1/8s to make the whole.

Activity 3- Optional Challenge

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

÷ 7

MAY DO 4.3

3rd Grade Math –4.4: Exploring Thirds and Sixths

Complete the MUST DO activity. Then choose one more activity to do. Check

the activities you completed.

MUST DO: Exploring Thirds and

Sixths

Attached. Complete the task. Save your

figures, you will use them later.

I DID IT!

Skill Review

Attached. Complete the review of skills you

have learned this year.

I DID IT!


DreamBox.

I DID IT!

Would You Rather?

Justify your choice with mathematics.

My Work:

Grade 3

MUST DO 4.4 - Show What You Know- Exploring thirds and sixth- SAVE YOUR FIGURES, YOU

WILL USE THEM LATER.

Today you will explore fractions with thirds and sixths by folding paper. It is very important

you cut the figures slowly and accurately. You must stay on the lines. Make sure you fold neatly so you have equal size parts.


Fold a square or rectangle to show thirds with different shapes

Fold a rectangle into thirds and then sixths

Label the parts of the figures

Identify if shapes are equally partitioned



Activity 1


Go to manipulative page 3, and cut out Figure A. This is the whole. Label the whole.

Figure A

Cut out the whole Figure B on the manipulative page 3

Whole

Draw a vertical line from dot to dot. Fold on the lines you drew.

Label each piece with the unit fraction 𝟏

𝟑.

Cut your figure on the lines you drew with your pencil. (Save the pieces)


Each part is equal to __________.

What do you notice about the size of the 𝟏

𝟑 and

𝟏

𝟐 ?

________________________________________________________________________

________________________________________________________________________

Activity 2

Cut out Figure C.

Fold the figure to show thirds like you did in Activity 1

How do you think you can make sixths by folding using only vertical folds/lines? Hint:

Think about how you made fourths when you had halves.

1

3

1

3

1

3

Figure B

Figure C

Yes, you can partition each third into half with your pencil and then fold, or you can

fold each third into half.

Does yours look like this?

Label each piece the unit fraction 𝟏

𝟔 .

Cut out each

𝟏

𝟔 .

What do you notice about the size of the sixth compared to the third?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

How many sixth pieces make the whole?____________

How many unit fractions 𝟏

𝟔 make the whole?__________

Cut out Figure D. Make thirds and can you fold it another way to make sixths.

Draw your model.

Activity 3

Directions:

__________ ___________ ___________


Manipulative Page 3

Use with 4. 4- Cut neatly

Figure A- The whole- Use with Activity 1-

Make sure you can see the dots.


Figure C- Use with Activity 2

Figure D- Use with Activity 2

Skill Review 4.4

The length and width of the porch Jacob built

are shown.

What is the area of the porch? ________

A brick path has 10 rows of 4

bricks. How many bricks are on

the bath?

3rd Grade Math –4.5: Exploring Fractions of a Region


MUST DO: Fractions in a region

Attached. Identify parts of a whole and write the fraction that it shows.

I DID IT!

Task: Partition Name Fractions

Attached. Partition a rectangle into eighths and answer the questions about the pieces.

I DID IT!


DreamBox.

I DID IT!

Challenge: The Pie

Attached. Challenge yourself to answer the question about a pie. Drawing a model will help to visualize the problem.

My Work:

Grade 3

MUST DO 4.5 - Show What You Know- Exploring fractions of a region

So far, you have learned how to partition rectangles into halves, fourths and

eighths and thirds to sixths. You have been labeling the unit fractions on the

shapes. Today you will delve deeper into fractions of a region.


I can identify how many parts are in the whole, and write the fraction

I can show and write a fraction to represent parts of a region.

Activity 1- Review from the previous lesson

Directions: Draw a rectangle and divide it into 8 equal size pieces using only vertical lines ( ).

Label each piece with the unit fraction 1

8.

Activity 2- Main Lesson

What is the whole in the pizza?

The whole is the whole pizza.

Into how many equal parts did I cut the pizza ?

________

What unit fraction does each piece represent?

________

I cut the whole pizza into 6 equal parts. The unit fraction 𝟏

𝟔 is assigned to

each part because there are 6 equal parts. Each part is 𝟏

𝟔 of the whole.

Now you will learn 2 very important math vocabulary words.

The NUMERATOR is the number of copies of the unit fraction.

How many pieces of pizza did I eat?

I ate two copies of 1

6, so I ate

2

6 of the pizza.

How much of the pizza is left? ______________

𝟏

𝟔

𝟏

𝟔

𝟏

𝟔

𝟏

𝟔

𝟏

𝟔

𝟏

𝟔

4 copies of 1

6 is

4

6. There are

4

6 of the pizza left.

Which part of the fractions are the same?

The DENOMINATOR is the same because a denominator shows the total

number of equal parts in the whole.

In the pizza, there are 6 equal parts. We can write the whole as 6

6

Activity 3

Use the figure below to answer the questions.

1. How many equal parts are in the whole? __________________

2. What is the unit fraction for each piece? ___________________

3. How many copies of 𝟏

𝟖 (shaded part, the numerator) are there? ________________

4. How do you write the fraction for the shaded part? ______________

5. How do you write the whole _____/______.

Activity 4

MAY DO 4.5

4.5- May Do- Challenge

May Do- Challenge Problem

The Pie

Drawing a model will help you answer the question.

3rd Grade Math –4.6: The Whole


MUST DO: Understanding the Whole

Attached. Students will practice shading regions to represent fractions and identifying fractions.

I DID IT!

Task: Partition Shapes

Attached. Use pattern blocks to partition shapes into equal areas.

I DID IT!


DreamBox.

I DID IT!

Fraction Scavenger Hunt

Attached. Complete the task. Look for fractions in your house. They will show up in the most unusual places!

My Work:

Grade 3

MUST DO 4. 6- Show What You Know- The Whole

Today you will review fractions of a region and develop a deeper understanding of

the whole.


Identify the whole when given some parts.

Shade parts of a whole when given the fractional part

Activity 1- Review from the previous lesson

Directions: Shade the bars to represent each fraction below. Write the fraction you shaded

in the gray box on the side.

𝟏

𝟐

𝟐

𝟑

𝟑

𝟒

𝟔

𝟖

𝟏

𝟔

Activity 2- Main Lesson- How can you use a fractional part to find the whole? Think about

this question as we work through the lesson.

Jordyn and Chase are running a race. What do you notice about the

distances they raced?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

The pictures for the tracks will be different because the 𝟏

𝟔 part for each

track is different.

Jordyn

Chase

You can look at the fraction to see how many parts make up the whole.

How many 1

6 make the whole? How many lengths of 1/6 make the whole?

Hint: Go back and review yesterday’s lesson when we talked about the

denominator in Activity 3.

Select your answer below.

A. 1

B. 3

C. 5

D. 6

What do you need in order to draw the whole?

You need six copies of each 1

6. The whole for each person would not

look the same. Look at the length of the lines. The tracks are

different sizes.

What fraction is 1 whole equal to in this problem?

The wholes are the same 6/6, but the size of Jordyn’s whole would be smaller than

Chase’s because the tracks were not the same size. If you were drawing rectangles for

the model of the track, Jordyn’s rectangle would have to be smaller than the one you

drew for Chase.

Chase

Jordyn

Jordyn

Chase

Here is another example.

Activity 3

Partition the picture and shade to represent 3

4 of the square.


Jenna and Jamal are making rugs. They have finished the parts shown. Draw

pictures/model to show what the WHOLE rug will look like.

Picture/Model

Whose rug will be longer when completed? Explain your thinking.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

A Math

Search around your house to find examples of fractions. You may use pictures, words or drawings to record your findings in the chart. Answer the

Scavenger Hunt Math Question for each fraction found.

Fraction Criteria

Example (insert a picture, use words, or create a drawing)

Scavenger Hunt Math Question

partitioned

into 2 equal parts

What is the whole?

partitioned

into 4 equal parts

What is the unit fraction for each part?

partitioned

into 8 equal parts

What is the whole?

partitioned

into 3 equal parts

How many unit fractions are

there?

partitioned

into 6 equal parts

Label each unit fraction for

the item you found.



Pattern Blocks NAME ______________________________

Created with Dynamic Paperhttp://illuminations.nctm.org

3rd Grade Math –4.7: Putting it All Together


MUST DO: Putting it Together

Attached. Complete the math assignment that uses the fractions that you learned these past two weeks and solve story problems.

I DID IT!

Task: Fraction Flag Activity

Attached. Follow the directions to create your own flag. Share your drawing with your teacher.

I DID IT!


DreamBox.

I DID IT!

Picture It

Attached. How many sodas can the rack hold? Justify your answer with mathematics.

My Work:

Grade 3

MUST DO 4.7- Show What You Know- Putting all of bundle 4 together with story problems

Today you will review all the lessons in bundle 4 as you draw models and labels to

represent story problems.

Activity 1

Draw a model to show how 4 people could equally share 1 brownie.

How much would each person get? ___________________.

How many pieces are in the whole? ________

Write the whole as a fraction. ___________

If the distance Anthony ran was 1

4 of the length of the track at Somers

Middle School, what fraction would you use to represent the entire track?

Model

Answer ______________

Activity 2

Tom had a candy bar. He cut it into pieces so he could share it equally with

his best friend.

Show different ways Tom might have cut the candy bar.

Label each piece as a fraction.

Activity 3 -Challenge

Draw a square that shows 6 equal parts. Shade more then 3

6 of the square,

but less than 5

6 of the square. What fraction have you shaded?

Answer: _______________________

Explain your thinking.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

______________________________________________________________

May Do 4.7

Fraction Flag Activity

Step A: Partition the rectangle below into 8 equal parts.

Step B: Follow the directions below to design your fraction flag.

In 1

8 of the flag, use your favorite color to create an array that has a product of 24.

Evaluate the expression 28 ÷ 7 and draw that many stars in 1

8 of the flag.

Solve the equation, ? = 4 x 3 and use any two different colors to draw that number of stripes in 1

8 of the flag.

Identify the missing factor in the equation 6 x ___= 48 and draw that number of lightning bolts in 1

8 of the flag.

A rectangle has a length of 4 cm and a width of 2 cm. What is the perimeter of the rectangle? Draw that number of dots in 1

8 of the flag.

What factor is needed to make this equation true 120 = ____ x 20? Draw that number of shapes in 1

8 of the flag.

In 1

8 of the flag, create a model that shows 6 x 3.

Use the answer to the following problem to draw emojis in 1

8 of the flag. A rectangular room has an area of 45 square feet. The width of the

room is 9 feet. What is the length of the room?

Documents

Math ents Let’s Learn Together!...Let’s Learn Together! then fractions and iden that you learned these past two weeks and 3rd Grade Parents, This learning bundle provides your