Grade 03 Mathematics - EC: M03.A-F.1.1.3

Continuum of Activities

The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.

This continuum of activities offers:

Instructional activities designed to be integrated into planned lessons
Questions/activities that grow in complexity
Opportunities for differentiation for each student’s level of performance

Related Academic Standards / Eligible Content

M03.A-F.1.1.3 M03.A-F.1.1.3

Recognize and generate simple equivalent fractions (limit the denominators to 1, 2, 3, 4, 6, and 8 and limit numerators to whole numbers less than the denominator). Example 1: 1/2 = 2/4 Example 2: 4/6 = 2/3

Activities

Which fraction is equivalent to ?

Which fraction is not equivalent to ?

Of the four flowers in the vase on the table, are yellow. Write a fraction equivalent to the number of yellow flowers in the vase. Show your work.
Jose bought a bag of bubblegum balls. In the bag there are 2 blue, 3 green, and 1 red. Write the fraction to represent the number of blue along with another fraction that is equivalent. Show or explain your work.

The band has eight percussion players. One-half of the percussion players are girls. Use equivalent fractions to figure out how many girls are percussion players. Explain.

Answer Key/Rubric

(or other equivalent fraction)
Acceptable work may include, but is not limited to:

Multiply both the numerator and denominator by the same number

Blue gumballs: ; equivalent fraction: (or other equivalent fraction)
Work/explanation may include, but is not limited to:

Find the total number of gumballs
2 + 3 + 1 = 6
Identify the number of blue gumballs: 2
Write the fraction to represent the number of blue

To find an equivalent fraction, multiply or divide the numerator and denominator by the same number

Four girls are percussion players.
Acceptable explanations may include, but are not limited to:

Identify fractions equivalent to ½:

(or other equivalent fraction)

Choose the most useful equivalent fraction based on the total number of percussion players, 8:
The denominator represents the total, and the numerator represents the number of girls, so there are 4 girls