###### Hawaii

###### October 23, 2021, 1:30:00 AM

###### Friday

###### Level 3

## Ms. Brianne

### Target 1

###### Lesson Type:

Continuation

Number Operation

:

Fractional Numbers

Understand that a fraction is a quantity formed when a whole is partitioned into equal parts.

###### Supporting targets:

###### 1:

Compose a written fraction to describe a visual or a visual to describe a written fraction.

###### 2:

Understand and explain what a fraction is.

###### 3:

Understand that fractions can be represented on a number line.

###### 4:

Explain that a fraction number line illustrates the value of fractions.

###### 5:

Determine the placement of a fraction on a number line.

###### Grade:

3rd

###### Vocabulary:

Fraction, Whole, Parts, Equal, Numerator, Denominator, Number Line

Activities:

- Students wrote fractions to describe the amount of pizza eaten or left when shown a picture of a partially eaten pizza.
- Students created their own pizzas with toppings of their choice. They wrote fractions to describe how much of their pizza each topping covered.
- Students wrote fractions to represent the shaded portion of a given shape.
- Students compared the sizes of different fractions using fraction tiles. They noticed that the size of the pieces got smaller as the denominator got bigger.
- Students wrote different fractions on a number line from 0 to 1. They used fraction tiles to help them if necessary.

### Home Exploration

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### Target 2

###### Lesson Type:

###### Continuation

###### Critical Thinking

###### Logical Reasoning

###### Use reasoning to solve logic puzzles.

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###### Supporting targets:

###### 1:

Use the given information in a problem to identify the correct answer.

###### 2:

Use the given information to determine which is not the correct answer.

###### 3:

Think outside of the box to solve problems.

###### 4:

Follow given rules to solve problems.

###### 5:

###### Grade:

4th

###### Vocabulary:

Logic, Reasoning, Clues

Activities:

- Students were given a word problem in which they used given clues and the process of elimination to find the room number for each person. They had to apply prior knowledge about multiples to help them narrow down each person's room number.
- Students used a X if they figured out it was not possible, and an O if they determined it was their room number.

### Home Exploration

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### Target 3

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### Home Exploration