DRAFT UNIT PAN Grade 3 Number amp; Operations – Fractions 起草单位计划3年级数amp；操作–馏分.docxVIP

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DRAFT UNIT PAN Grade 3 Number amp; Operations – Fractions 起草单位计划3年级数amp；操作–馏分.docx

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DRAFTUNITPANGrade3Number

Overview This unit formally introduces fractions for the first time in the Common Core. However, fractions have been previously included in grades 1 and 2 through geometry (1.G.3 and 2.G3) and time standards (1.M.3). Students develop an understanding of the unit fraction () and how other fractions are built from that unit fraction. An example would be that is made by adding the unit fraction three times ( ++). Students use their knowledge of whole numbers on a number line to develop their understanding of fractions on a linear model, such as a number line. They learn to identify the intervals on the number line based on the unit fraction. Students identify equivalent fractions as well as fractions that are equivalent to wholenumbers by reasoning about their size. The Common Core stresses the importance of moving from concrete fractional models to the representation of fractions using numbers and the number line. Concrete fractional models are an important initial component in developing the conceptual understanding of fractions. However, it is vital that we link these models to fraction numerals and representation on the number line. This movement from visual models to fractional numerals should be a gradual process as the student gains understanding of the meaning of fractions. Teacher Notes: The information in this component provides additional insights which will help the educator in the planning process for the unit.The Common Core stresses the importance of moving from concrete fractional models to the representation of fractions using numbers and the number line. Concrete fractional models are an important initial component in developing the conceptual understanding of fractions. However, it is vital that we link these models to fraction numerals and representation on the number line. This movement from visual models to fractional numerals should be a gradual process as the student gains understanding of the meaning of fractions. Review the Pro