Fraction Learning Pathway

Amy's Grade 3 Fractions Planning Map

Fractions
 

Key planning suggestions: Use the Fractions Learning Pathways (FLP) to support planning. Punctuate instruction (revisit and extend) with two to five lessons per month focusing on fractions concepts in order to develop and solifidy ideas. Embed fractions throughout the curriculum to allow students opportunities to deepen understanding, by reinforcing and extending concepts over time.

Topic Understanding fractions as numbers Representing fractional amounts using linear models
Month September/October November
Concepts on FLP Unit Fractions Unit Fractions
Comparing fractions
Tasks (including extensions and revisits)
Assessment: Represent 34 as many different ways as you can (Have students use post-its to how their thinking.)
Assessment: Create an open number line. Add two whole numbers and two fractions.
Opportunities to Connect Across Strands Number Sense and Numeration
  • compose and decompose numbers (place value, attention to unit)
  • relationships among numbers
Number Sense and Numeration
  • money
Notes to Inform Next Steps Are students able to count by a range of unit fractions for a variety of purposes?
Are students aware of multiple ways to represent fractions (set model, area model, linear, measurement)?
Do students see fractions as representing a quantity?
Can students independently place fractions appropriately on the number line?
 
Topic Representing fractional amounts using linear and area models Composing and decomposing using fractions
Month December January
Concepts on FLP Unit Fractions
Comparing fractions
Unit Fractions
Comparing fractions
Tasks (including extensions and revisits)
Assessment: Provide students with a number line that shows 3 fractions, ask them to choose one and represent it in a different way.
Opportunities to Connect Across Strands Measurement
  • time (e.g., counting by fractional components of an hour)
Geometry and Spatial Sense
  • lines of symmetry
  • composing a larger shape in a variety of ways
Number Sense and Numeration
  • multiplication: make connections between area models and arrays
Data Management and Probability
  • analysing data through graphs
Notes to Inform Next Steps If students are comfortable with the ongoing activites, they can be done as warm-ups for the whole class and as small group remediation for students who would benefit from more direct instruction. Students should be showing an understanding that the denominator represents the number of units in the whole and that greater denominators mean smaller units.
 
Topic Applications of equi-partitioning Representing fractions in a variety of ways
Month February March
Concepts on FLP Unit Fractions
Comparing fractions
Unit Fractions
Comparing fractions
Tasks (including extensions and revisits)
Assessment: I wonder: work in small groups to complete task.
Assessment: Provide students with a choice of fractions have them choose one and represent it in the 3 different ways
Opportunities to Connect Across Strands Number Sense and Numeration
  • connections between multiplication and fractions
Measurement
  • area, preimeter, capacity, volume, mass
Patterning and Algebraic Reasoning
  • growing and shrinking patterns
Geometry and Spatial Sense
  • tiling challenges: parts to cover the whole
Notes to Inform Next Steps Use "I Wonder" activity to check for misconceptions and gaps in understanding to determine next steps. By this point in the year, students should be developing a flexibility with discussing and representing fractions. They should recognize several ways to represent fractions, including standard fractional notation.
 
Topic Comparing fractions Review
Month April May/June
Concepts on FLP Comparing fractions
Tasks (including extensions and revisits)
Assessment: Create a set of objectives. Write three fractions that describes your set.
Assessment: Revisit "I wonder" task and have students complete task independently.
Review and revisit fractions concepts as required based on results of "I Wonder" assessment.
Opportunities to Connect Across Strands Number Sense and Numeration
  • connections between division and fractions
Data Management and Probability
  • name probability of events as fractions
Notes to Inform Next Steps
 
Based on research of Dr. Cathy Bruce, Trent University and Ontario Ministry of Education