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Fraction Hero #3 Equivalence on the Number Line

from Challenger Learning Center (Rochester, New York)

Program image

It's a clash of Epic Proportions as Fraction Hero takes on the dreaded, evil Pizza Pirate in a no-holds-barred Pizza Eating Contest! The winner may shock you. It's up to the students to use fraction models, tiles, number lines, and equivalence to prove the winner of the contest. It's the climactic conclusion to the 3 part program, and we leave no stone unturned! Get in on the Fraction Action!

Program Rating

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About This Program

Cost

Multipoint: $310.00
Point to Point: $310.00


Part of the cost of this program is a fully integrated hands-on material kit that we ship to your location. One kit supplies materials for all 3 sessions of the Fractions Series. The kit includes a teacher manual, class sets of fraction tiles, fraction pie sets, play-doh, and plastic knives for dividing the dough. The cost for the rental and shipping of this kit is built into the cost of the program at no additional fee. Please supply school name, teacher's name, address, city, state, zip and phone number, for shipping. No PO box please.

Length

1 hour for 3rd Grade


Target Audience

Education: Grade(s) 3

Minimum participants:

1

Maximum participants:

24 participants per connection


Primary Disciplines

Mathematics, Problem Solving


Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Zoom


Booking Information

This session is part 3 of a 3 part series. They may be done any time of the year, but it is recommended that you synch this with your introduction to fractions on the number line. Sessions 2 and 3 should be scheduled with at least one week separating them so that students can have guided practice time with you between the sessions.

Book it!

Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

Cancelation is required 72 hours prior to a video conference. Full fee will be charged to sites not following this policy. Snow days and school closures are not charged.

About This Provider

Content Provider logo

 

Challenger Learning Center (Rochester, New York)

Rochester, NY
United States

The Challenger Learning Center of Rochester, New York is a state-of-the-art learning facility. Our number one goal here at Challenger Learning Center is to inspire student interest in science and math. By questioning, measuring, hypothesizing, inferring, classifying, and interpreting, students apply the skills they’ve practiced in the classroom in an authentic assessment setting.

Contact:
Amy Vallone
samm@norsoft.net
5853832290

Program Details

Format

1. The program begins in the Math Lab with Professor Raab receiving a gift that is part of a whole collection.
2. Students generate a number line to keep track of Professor Raab's Collection.
3. Part 1 of the Fraction Hero video is presented. The pizza eating contest with Pizza Pirate leaves us with a question to answer: How can Fraction Hero's 5 slices be greater than Pizza Pirate's 6 slices?
4. Students use hands on tiles to model possible configurations for how the large pizzas were sliced.
5. Students create number lines to envision the slices consumed as part of the whole pie.
6. The two number lines are compared, and instances of Equivalent Fractions are identified on the number lines.
7. The fractions consumed are compared to one-half.
8. Students use multiple number lines to prove Fraction Hero has won the contest.
9. The second part of the Fraction Hero video is shown, resolving, reinforcing, and wrapping up the learning.
10. An informal assessment "Fraction Wars" game show is played comparing fractions using tiles and number lines.

Objectives

Among the learning objectives are:


Recognize and Show That Equivalent Fractions Refer to the Same Point on the Number Line (Lesson 21)

Generate Simple Equivalent Fractions by Using Visual Fraction Models (E.g., Fraction Strips) and the Number Line (Lesson 22)

Explain Equivalence by Manipulating Units and Reasoning About Their Size (Lesson 27)


Compare Fractions with the Same Numerator Pictorially (Lesson 28)

Compare Fractions with the Same Numerator Using <, >, or = and use a Model to Reason About Their Size (Lesson 29)

Standards Alignment

National Standards

National Common Core Standards

3.NF.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

CCSS.Math.Content.3.NF.A.3.a
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
CCSS.Math.Content.3.NF.A.3.b
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

CCSS.Math.Content.3.NF.A.3.c
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

CCSS.Math.Content.3.NF.A.3.d
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

State Standards

New York State Learning Standards
From EngageNY


This program works with Topics E and F of Module 5.

Standards: 3.NF.3a, 3.NF.3b, 3.NF.3c, 3.NF.3d

Among the learning objectives are:


Recognize and Show That Equivalent Fractions Refer to the Same Point on the Number Line (Lesson 21)

Generate Simple Equivalent Fractions by Using Visual Fraction Models (E.g., Fraction Strips) and the Number Line (Lesson 22)

Explain Equivalence by Manipulating Units and Reasoning About Their Size (Lesson 27)


Compare Fractions with the Same Numerator Pictorially (Lesson 28)

Compare Fractions with the Same Numerator Using <, >, or = and use a Model to Reason About Their Size (Lesson 29)