Amy's Grade 3 Fractions Planning Map
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 ^{3}⁄_{4} as many different ways as you can (Have students use postits 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

Number Sense and Numeration

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

Number Sense and Numeration

Notes to Inform Next Steps  If students are comfortable with the ongoing activites, they can be done as warmups 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 equipartitioning  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

Geometry and Spatial Sense

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


Notes to Inform Next Steps 