Grade 3 Mathematics Module 5, Topic A, Overview
Partition a Whole into Equal Parts
Topic A opens Module 5 with students actively partitioning different models of wholes into equal parts (e.g., concrete models, fraction strips, and drawn pictorial area models on paper). They identify and count equal parts as 1 half, 1 fourth, 1 third, 1 sixth, and 1 eighth in unit form before an introduction to the unit fraction 1/b (3.NF.1).
Grade 3 Mathematics Module 5, Topic B, Overview
Unit Fractions and their Relation to the Whole
In Topic B, students compare unit fractions and learn to build non-unit fractions with unit fractions as basic building blocks (3.NF.3d). This parallels the understanding that the number 1 is the basic building block of whole numbers.
Grade 3 Mathematics Module 5, Topic C, Overview
Comparing Unit Fractions and Specifying the Whole
In Topic C, students practice comparing unit fractions with fraction strips, specifying the whole and labeling fractions in relation to the number of equal parts in that whole (3.NF.3d).
Grade 3 Mathematics Module 5, Topic D, Overview
Fractions on the Number Line
Students transfer their work to the number line in Topic D. They begin by using the interval from 0 to 1 as the whole. Continuing beyond the first interval, they partition, place, count, and compare fractions on the number line (3.NF.2a, 3.NF.2b, 3.NF.3d).
Grade 3 Mathematics Module 5, Topic E, Overview
Equivalent Fractions
In Topic E, they notice that some fractions with different units are placed at the exact same point on the number line, and therefore are equal (3.NF.3a). For example, 1/2, 2/4, 3/6, and 4/8 are equivalent fractions (3.NF.3b). Students recognize that whole numbers can be written as fractions.
Grade 3 Mathematics Module 5, Topic F, Overview
Comparing Fractions of the Same Numerator on Number Lines
Topic F concludes the module with comparing fractions that have the same numerator. As they compare fractions by reasoning about their size, students understand that fractions with the same numerator and a larger denominator are actually smaller pieces of the whole (3.NF.3d). Topic F leaves students with a new method for precisely partitioning a number line into unit fractions of any size without using a ruler.
Partition a Whole into Equal Parts
Topic A opens Module 5 with students actively partitioning different models of wholes into equal parts (e.g., concrete models, fraction strips, and drawn pictorial area models on paper). They identify and count equal parts as 1 half, 1 fourth, 1 third, 1 sixth, and 1 eighth in unit form before an introduction to the unit fraction 1/b (3.NF.1).
Grade 3 Mathematics Module 5, Topic B, Overview
Unit Fractions and their Relation to the Whole
In Topic B, students compare unit fractions and learn to build non-unit fractions with unit fractions as basic building blocks (3.NF.3d). This parallels the understanding that the number 1 is the basic building block of whole numbers.
Grade 3 Mathematics Module 5, Topic C, Overview
Comparing Unit Fractions and Specifying the Whole
In Topic C, students practice comparing unit fractions with fraction strips, specifying the whole and labeling fractions in relation to the number of equal parts in that whole (3.NF.3d).
Grade 3 Mathematics Module 5, Topic D, Overview
Fractions on the Number Line
Students transfer their work to the number line in Topic D. They begin by using the interval from 0 to 1 as the whole. Continuing beyond the first interval, they partition, place, count, and compare fractions on the number line (3.NF.2a, 3.NF.2b, 3.NF.3d).
Grade 3 Mathematics Module 5, Topic E, Overview
Equivalent Fractions
In Topic E, they notice that some fractions with different units are placed at the exact same point on the number line, and therefore are equal (3.NF.3a). For example, 1/2, 2/4, 3/6, and 4/8 are equivalent fractions (3.NF.3b). Students recognize that whole numbers can be written as fractions.
Grade 3 Mathematics Module 5, Topic F, Overview
Comparing Fractions of the Same Numerator on Number Lines
Topic F concludes the module with comparing fractions that have the same numerator. As they compare fractions by reasoning about their size, students understand that fractions with the same numerator and a larger denominator are actually smaller pieces of the whole (3.NF.3d). Topic F leaves students with a new method for precisely partitioning a number line into unit fractions of any size without using a ruler.