Grade 3 Sprint 5

GRADE 3 BOOK OF SPRINTS

New York State Common Core

Mathematics Curriculum

GRADE 3 • MODULE 5

Fractions as Numbers on the Number Line Module Overview ...........................................................................................................i

Topic A: Partition a Whole into Equal Parts: Identify and Count Unit Fractions as 1 Half, 1 Third, 1 Fourth, etc.; Specify the Whole as 2, 3, and 4 Equal

Parts, etc. ................................................................................................. 5.A.1

Topic B: Identify Unit Fractions and Clarify Their Relation to the Whole .............. 5.B.1

Topic C: Compare Unit Fractions and Specify the Whole by Reasoning About Size .................................................................................................................. 5.C.1

Topic D: Represent and Compare Fractions on Number Line Diagrams ................ 5.D.1

Topic E: Equivalent Fractions .................................................................................5.E.1

Topic F: Compare and Order Fractions and Reason About Their Size ....................5.F.1

Module Assessments ...............................................................................................5.S.1

Lesson 3: Specify and Partition a Whole Into Equal Parts, Identifying and Counting Unit Fractions by Drawing Pictorial Area Models

Date: 1/31/13

5.A.25

© 2012 Common Core, Inc. All rights reserved. commoncore.org

Lesson 3 SprintNYS COMMON CORE MATHEMATICS CURRICULUM

1

Lesson 3: Specify and Partition a Whole Into Equal Parts, Identifying and Counting Unit Fractions by Drawing Pictorial Area Models

Date: 1/31/13

5.A.26



2


Lesson 4: Explore: Represent and Identify Fractional Parts of Different Wholes

Date: 2/2/13

5.A.35


3


Lesson 4: Explore: Represent and Identify Fractional Parts of Different Wholes

Date: 2/2/13

5.A.36

© 2012 Common Core, Inc. All rights reserved. commoncore.org 4

Lesson 6: Build Non‐Unit Fractions Less Than One from Unit Fractions

Date: 1/31/13 5.B.18


Lesson 6 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 3

Name Date

5

Lesson 6: Build Non‐Unit Fractions Less Than One from Unit Fractions

Date: 1/31/13 5.B.19



6

Lesson 7: Identify and Represent Shaded and Non‐Shaded Parts of One Whole as Fractions Date: 1/31/13

5.B.28



7

Lesson 7: Identify and Represent Shaded and Non‐Shaded Parts of One Whole as Fractions Date: 1/31/13

5.B.29



8


Lesson 8: Represent Parts of One Whole as Fractions with Number Bonds

Date: 1/31/13 5.B.39


A # Correct ________ Write the fraction that is shaded.

1

/ 23

/

2

/ 24

/

3

/ 25

/

4

/ 26

/

5

/ 27

/

6

/ 28

/

7

/ 29

/

8

/ 30

/

9

/ 31

/

10

/ 32

/

11

/ 33

/

12

/ 34

/

13

/ 35

/

14

/ 36

/

15

/ 37

/

16

/ 38

/

17

/ 39

/

18

/ 40

/

19

/ 41

/

20

/ 42

/

21

/ 43

/

22

/ 44

/

9


Lesson 8: Represent Parts of One Whole as Fractions with Number Bonds

Date: 1/31/13 5.B.40


B Improvement ________ # Correct ________ Write the fraction that is shaded.

1

/ 23

/

2

/ 24

/

3

/ 25

/

4

/ 26

/

5

/ 27

/

6

/ 28 /

7

/ 29

/

8

/ 30 /

9

/ 31

/

10

/ 32 /

11

/ 33

/

12

/ 34 /

13

/ 35

/

14

/ 36

/

15

/ 37

/

16

/ 38

/

17

/ 39

/

18

/ 40

/

19

/ 41

/

20

/ 42

/

21

/ 43

/

22

/ 44

/

10

Lesson 9: Build and Write Fractions Greater than One Whole Using Unit Fractions

Date: 1/31/13

5.B.51



© Bill Davidson

A # Correct _____Multiply.

1 8 x 1 = 23 9 x 8 =

2 1 x 8 = 24 3 x 8 =

3 8 x 2 = 25 8 x 8 =

4 2 x 8 = 26 4 x 8 =

5 8 x 3 = 27 7 x 8 =

6 3 x 8 = 28 5 x 8 =

7 8 x 4 = 29 6 x 8 =

8 4 x 8 = 30 8 x 5 =

9 8 x 5 = 31 8 x 10 =

10 5 x 8 = 32 8 x 1 =

11 8 x 6 = 33 8 x 6 =

12 6 x 8 = 34 8 x 4 =

13 8 x 7 = 35 8 x 9 =

14 7 x 8 = 36 8 x 2 =

15 8 x 8 = 37 8 x 7 =

16 8 x 9 = 38 8 x 3 =

17 9 x 8 = 39 8 x 8 =

18 8 x 10 = 40 11 x 8 =

19 10 x 8 = 41 8 x 11 =

20 1 x 8 = 42 12 x 8 =

21 10 x 8 = 43 8 x 12 =

22 2 x 8 = 44 13 x 8 =

11

Lesson 9: Build and Write Fractions Greater than One Whole Using Unit Fractions

Date: 1/31/13

5.B.52



© Bill Davidson

B Improvement _____ # Correct _____Multiply.

1 1 x 8 = 23 10 x 8 =

2 8 x 1 = 24 9 x 8 =

3 2 x 8 = 25 4 x 8 =

4 8 x 2 = 26 8 x 8 =

5 3 x 8 = 27 8 x 3 =

6 8 x 3 = 28 7 x 8 =

7 4 x 8 = 29 6 x 8 =

8 8 x 4 = 30 8 x 10 =

9 5 x 8 = 31 8 x 5 =

10 8 x 5 = 32 8 x 6 =

11 6 x 8 = 33 8 x 1 =

12 8 x 6 = 34 8 x 9 =

13 7 x 8 = 35 8 x 4 =

14 8 x 7 = 36 8 x 3 =

15 8 x 8 = 37 8 x 2 =

16 9 x 8 = 38 8 x 7 =

17 8 x 9 = 39 8 x 8 =

18 10 x 8 = 40 11 x 8 =

19 8 x 10 = 41 8 x 11 =

20 8 x 3 = 42 12 x 8 =

21 1 x 8 = 43 8 x 12 =

22 2 x 8 = 44 13 x 8 =

12


Lesson 10: Compare Unit Fractions by Reasoning About Their Size Using Fraction Strips

Date: 2/2/13

5.C.8


13


Lesson 10: Compare Unit Fractions by Reasoning About Their Size Using Fraction Strips

Date: 2/2/13

5.C.9


14

Lesson 12 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 3•5

Lesson 12: Specify the Corresponding Whole when Presented with One Equal Part

Date: 2/2/13

5.C.33


15


Lesson 12: Specify the Corresponding Whole when Presented with One Equal Part

Date: 2/2/13

5.C.34


16

Lesson 16: Place Whole Number Fractions and Unit Fractions Between Whole Numbers on the Number Line

Date: 2/1/13

5.D.27



17

Lesson 16: Place Whole Number Fractions and Unit Fractions Between Whole Numbers on the Number Line

Date: 2/1/13

5.D.28



18

Lesson 17: Practice Placing Various Fractions on the Number Line

Date: 2/1/13 5.D.38



19

Lesson 17: Practice Placing Various Fractions on the Number Line

Date: 2/1/13 5.D.39



20

Lesson 19: Optional Lesson: Understand Distance and Position on the Number Line as Strategies for Comparing Fractions

Date: 2/1/13

5.D.59



21

Lesson 19: Optional Lesson: Understand Distance and Position on the Number Line as Strategies for Comparing Fractions

Date: 2/1/13

5.D.60



22

Lesson 20: Recognize and Show that Equivalent Fractions Have the Same Size, Though Not Necessarily the Same Shape

Date: 2/1/13

5.E.8


Lesson 20 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 3•5

23

Lesson 20: Recognize and Show that Equivalent Fractions Have the Same Size, Though Not Necessarily the Same Shape

Date: 2/1/13

5.E.9


Lesson 20 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 3•5

24

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Grade 3 Sprint 5

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