# 21 Results

View
Selected filters:
• MI.Math.Content.3.NF.A.3d
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating

A math task on Sub Claim C: Concrete Referents. Students are using a provided image to compare fractions of the same sized whole and then compare. Students explain how they know which fraction is the greatest.

Subject:
Mathematics
Material Type:
Activity/Lab
Author:
Chelsea Davies
Linda Schoenbrodt
08/04/2020
Conditional Remix & Share Permitted
CC BY-SA
Rating

This image shows two number lines of different lengths.  The longer number line is partitioned into fourths with one-fourth labeled. The shorter number line is partitioned into halves with one-half labeled.  The zero is at the same point and one-half and one-fourth are at the same point on both number lines.

Subject:
Mathematics
Material Type:
Activity/Lab
Author:
Linda Schoenbrodt
08/09/2020
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating

This task provides students practice with flawed reasoning using fraction comparisons.

Subject:
Mathematics
Material Type:
Activity/Lab
Assessment
Homework/Assignment
Author:
Linda Schoenbrodt
08/04/2020
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating

This flawed reasoning task provides practice for students to understand the size of the wholes must be equal in order to compare fractions.

Subject:
Mathematics
Material Type:
Activity/Lab
Assessment
Homework/Assignment
Author:
Linda Schoenbrodt
08/04/2020
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating

This flawed reasoning task provides practice for students to understand the size of the wholes must be equal in order to compare fractions.

Subject:
Mathematics
Material Type:
Activity/Lab
Author:
08/04/2020
Unrestricted Use
CC BY
Rating

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Choose each statement that is true. $\frac34$ is greater than $\frac54$. $\frac54$ is greater than $\frac34$. $\frac34 \gt \frac54$. \frac34 \lt \frac... Subject: Mathematics Material Type: Activity/Lab Provider: Illustrative Mathematics Provider Set: Illustrative Mathematics Author: Illustrative Mathematics Date Added: 03/18/2013 Unrestricted Use CC BY Rating This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Choose each statement that is true.\frac98$is greater than$\frac{9}{4}$.$\frac{9}{4}$is greater than$\frac98$.$\frac98 \gt \frac{9}{4}$.$\frac...

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
03/18/2013
Unrestricted Use
CC BY
Rating

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Who correctly compares the numbers 2/3 and 2/5? Ben said that 2/3 is greater than 2/5. Lee said that 2/3 is equal to 2/5. Mia said that 2/3 is less tha...

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
03/18/2013
Unrestricted Use
CC BY
Rating

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Alec and Felix are brothers who go to different schools. The school day is just as long at Felix' school as at Alec's school. At Felix' school, there a...

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
05/17/2013
Unrestricted Use
CC BY
Rating

The math learning center is an app and online platform that allows students to use manipulatives virtually. In this activity, students will use virtual manipulatives to add fractions with unlike denominators

Subject:
Mathematics
Material Type:
Activity/Lab
Author:
Stefanie Cairns
08/28/2020
Unrestricted Use
CC BY
Rating

This task is meant to address a common error that students make, namely, that they represent fractions with different wholes when they need to compare them. This task is meant to generate classroom discussion related to comparing fractions. Particularly important is that students understand that when you compare fractions, you implicitly always have the same whole.

Subject:
Mathematics
Numbers and Operations
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
08/10/2012
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating

This video explains how to compare fractions with the same denominators using the meaning of a fraction.

Subject:
Mathematics
Material Type:
Lecture Notes
Lesson
04/20/2021
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating

This video explains how to compare fractions with the same numerators without using the LCD.

Subject:
Mathematics
Material Type:
Lecture Notes
Lesson
04/20/2021
Unrestricted Use
CC BY
Rating

Ordering fractions can seem like quite a mundane and routine task. This Nrich problem encourages students to take a fresh look at the process of comparing fractions, and offers lots of opportunities to practice manipulating fractions in an engaging context where students can pose questions and make conjectures.

Subject:
Mathematics
Material Type:
Activity/Lab
06/17/2021
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating

This virtual manipulative is currently located at: https://pcmathoer.wordpress.com/vm/

Explanation of how teachers can use Fraction Pieces Virtual Manipulative with drop zones.

Subject:
Mathematics
Material Type:
Activity/Lab
Homework/Assignment
04/19/2021
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating

Students are familiar with the number line and determining the location of positive fractions, decimals, and whole numbers from previous grades. Students extend the number line (both horizontally and vertically) in Module 3 to include the opposites of whole numbers. The number line serves as a model to relate integers and other rational numbers to statements of order in real-world contexts. In this module's final topic, the number line model is extended to two-dimensions, as students use the coordinate plane to model and solve real-world problems involving rational numbers.

Subject:
Numbers and Operations
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
10/20/2013
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating

Here at Innovation Classroom, we curate the latest and greatest in education technology as a resource for all teachers. See how education apps are changing the way we interact with students. Browse our collection of lesson videos to learn techniques you could be using in your classroom to engage your students in a new way. Search by lesson subject, teacher, grade level, device or app to find exactly what you're looking for. Technology that is integrated appropriately can open up a world of support, excitement and higher standards for all learners and educators in classrooms worldwide.

Subject:
Education
Educational Technology
Elementary Education
Higher Education
Special Education
Language, Grammar and Vocabulary
Speaking and Listening
Life Science
Mathematics
Social Science
Material Type:
Lesson
Teaching/Learning Strategy
Author:
Heather Gauck
Jennifer Bond
Josh Bridges
Karen Brummans
Kathleen Kanu-Thompson
KRISTIN KOCHHEISER
Matthew McCullough
07/16/2020
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating

UMCDC Engage NY 3rd Grade Module 5 Topic D (20-21) 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).

Subject:
Mathematics
Material Type:
Assessment
Homework/Assignment
06/15/2021
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating

UMCDC Engage NY 3rd Grade Module 5 Topic F (20-21) 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.

Subject:
Mathematics
Material Type:
Assessment
Homework/Assignment