Go Math 3rd Grade Chapter 8- Fractions

ASSESSMENTS-
MID-CHAPTER CHECKPOINT- 8.1-8.5 (3 questions per lesson except 8.2; one question)
END OF CHAPTER TEST
Lesson Warm Up Activity- Pages

8.1- Equal parts of a Folding paper- have students begin by asking Pg. 444 #2-7
whole students to fold their paper in half, ask how
many pieces and what that would look like if Pg. 445 #17-23
I can explore and written as a fraction. Continue to do this until
identify equal parts of a you fold it into 8 pieces.
whole.
(could also do this with food, cutting)

Students need to know that the pieces are a

part of the whole and they are equal sizes

8.2- equal shares Slicing apples- have a different number of Pg 450 #1-10
students come up and figure out how we could 9 only part d
I can divide models to divide a certain number of apples (2 apples 4
make equal shares people)

8.2- Equal shares Review yesterday's lesson If students have 1-10 done
from day before-
I can divide models to activity/game
make equal shares

8.3- unit fractions of a Pattern blocks to represent the fraction of the 456 # 1-7
whole whole- start with a whole, then represent shape 457 # 13-17
with different number of pieces 458 #20, 22
I can use fractions to
name one part of a Exit ticket- what fraction
whole. and explain

8.4- fractions of a whole Add vocabulary into notebook- Numerator/ 462 #1-4
Denominator 463 #8-13
I can read, write and 464 #16, 17
model fractions. Have students use their math notebooks, draw
images using different shapes and shading Exit Ticket: What part is
parts- ask students what part is shaded and NOT shaded?
what part is not shaded.

*Students need to know ⅖ is 2 parts out of 5

*let students use pattern blocks

Using a circle ask them what that would mean

if 2/8 was shaded (you would get 2 out of 8
total pieces)
8.5- fractions on a Need- Fraction strips Pg. 469 #5-11
number line Pg. 470 #13
Draw number line using 1 whole
I can locate and place Do another line using the 1 whole then put Exit ticket-
fractions on a number fraction strips on top of line using halves Number line story
line. Do this again using thirds and fourths- last problem
number line label points A-D and ask students
which fraction is on the point

8.5- fractions on a Review exit ticket If finished yesterdays and

number line correct - have students
work on a few more
I can locate and place created problems then
fractions on a number work on review for the mid
line. chapter checkpoint

MID CHAPTER Review mid chapter checkpoint Work on chapter

CHECKPOINT Number line game with groups checkpoint in class

8.6- relate fractions and Pg 477 #5-14

whole numbers Have students work with their partner using Pg 478 # 15-17
both set of strips, if they have 4 halves how
I can relate fractions many wholes do they have?
and whole numbers.
You ran around a track that is ¼ a mile. You
ran around it 8 times. Write a fraction greater
than 1 for the distance. How many miles did
you run?

8.7- Fractions of a Using colored manipulatives have students tell Pg 483- All
group the fraction represented by the number of a Pg 484- 15,17
certain color in a group.
I can model, read and Exit Ticket: You have 8
write fractions for parts Ex: if I have 7 crayons and 2 are red. 2/7 of the pieces of candy. They are
of a group. crayons are red all different shapes. What
fraction represent the
number of circle candies
you have?

8.8-find part of a group Using math notebooks - Pg. 488 #1-4

using unit fractions Draw 12 counters. We need to find how many Pg. 489 #5-12
counters are equal to ⅓. Have students circle
I can find parts of a and explain their thinking If finished work on the rest
group using fractions. of the problems
Deysi has 12 tamales. ⅓ of them are chicken.
How many chicken tamales does Deysi have? Exit ticket- Josie has 15
math counters. ⅕ of the
*Need 3 groups OF 4 counters are green. How
many green counters does
Josie have?
8.8- find part of a group Go over exit ticket if needed? Created Worksheet
using unit fractions (similar to 11-12, 15,17 pg
Do #1-2 together on created worksheet 489)
I can find parts of a
group using fractions. Finish other problems if
finished

8.9- problem solving/ Review denominator vocabulary - if you have Pg 495-496 #1-8
find the whole group ⅓, 3 is how many equal parts you have.
using unit fractions *Refer to fraction anchor chart*
Pick on 2 students, tell the class they are
I can solve problems representing ¼ of a soccer team. How many
involving fractions students are on the team total?
using the “draw a
diagram” strategy. * The 2 students make 1 equal part of the
soccer team. How many equal parts are on the
team? How can we find how many total?

8.9- problem solving/ Review denominator vocabulary - if you have
find the whole group ⅓ 3 is how many equal parts you have.
using unit fractions
If Samuel has 4 chocolate chip cookies. ⅓ of
I can solve problems the cookies in the bag are chocolate chip. How
involving fractions many total cookies does Samuel have?
using the “draw a
diagram” strategy. *start by asking how many parts there
are...that’s how many groups/circles we need
to start with- 3 circles with 4 in each
Page 497 HW (if not done
night before)- if they had
HW create worksheet with
story problems
Exit ticket: Samuel ate ¼
of his bag of candy. If he
ate 4 pieces of candy, how
many total pieces of candy
were in the bag.

REVIEW Work on review, have

students work on it on their
own

TEST Go over review Have students work on

test

TEST Review more Work as needed- finished

students can