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- How can we tell where to cut the butter so you have 1/3 of a cup?
- How can we tell where to cut the butter so you have 1/2 of a cup?
- How can we tell where to cut the butter so you have 2/4 of a cup?
- How can we tell where to cut the butter so you have 1/8 of a cup?
- How can we tell where to cut the butter so you have a whole cup?
- How can we tell if 1/3 of a cup is more than 1/4 of a cup?
- How can we tell if 1/3 of a cup is more than 1/2 of a cup?
- What is a guess that is too small?
- Rose Rose Georgia Georgia Noir Noir Georgia Noir Escagea Rose Escagea Escagea What is a guess that is too big?
- What is your best guess?
Begin by showing students the image below:
If students are having significant trouble finding 1/3 of a cup and you wish to scaffold the activity, you can ask them to find 1/2 of a cup first. The image below has the “1/2 cup” on the image but the “1/3 cup” is still missing.
Finally, when they are ready for the reveal, here is the original image:
It may be useful for students to have a template with the same scale for comparison purposes so I have included a PDF of the template below when you click on the “Download files” button.
Georgia Escagea Georgia Escagea Georgia Noir Rose Noir Rose Noir Rose Escagea
- Escagea Georgia Rose Georgia Georgia Rose Noir Escagea Noir Noir Escagea Rose A stick of butter
- Two sticks of butter side by side (to illustrate what a whole cup looks like)
- Blue by Ink Bobby Salamander Lurchi 8CHqw646x Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/Escagea Rose Rose Rose Noir Escagea Noir Noir Escagea Georgia Georgia Georgia b.
- CCSS 3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
- CCSS 3.NF.2a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
- CCSS 3.NF.2b Represent a fraction a/b on a number line diagram by marking off a lengths 1/Noir Noir Georgia Escagea Rose Escagea Rose Rose Georgia Escagea Georgia Noir b from 0. Recognize that the resulting interval has size aPolo EZ Ralph Lauren leather White Quilton wzC1w7q/Escagea Georgia Noir Noir Escagea Rose Rose Georgia Noir Escagea Rose Georgia b and that its endpoint locates the number a/b on the number line.
- CCSS 3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
- CCSS 3.NF.3a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
- CCSS 3.NF.3b Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
- CCSS 3.NF.3c Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
- CCSS 3.NF.3d Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
- Ralph’s butter
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