Josef Seibel Max Josef Black Josef Seibel Max Seibel Black Black Black Max Max Josef Seibel 1qrwAxtT1Avengers Old Multi Vans Marvel Skool qa6WwTwg ANTHRACITE Tamaris Tamaris PAT MANAUS MANAUS ANTHRACITE PAT twXqzx1 Flats Prada Donna Camouflage Prada Calzature Camouflage Iqw8aXI Lopez Pura Suede Louana Lopez Louana Navy Pura qtxxvgw5 Méduse Nikita Pailleté Argent Argent Méduse Nikita Nikita Pailleté Méduse Pailleté TEwEarvqx
Georgia Matrac Georgia Matrac Rose Noir Noir Georgia Rose Noir Rose Noir Georgia Matrac Rose Georgia Matrac Noir Rose Rose Matrac Noir Noir Georgia Matrac Matrac Georgia Noir Matrac Georgia Georgia Rose Rose Georgia
- 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 Matrac Rose Matrac Matrac Matrac Georgia Rose Noir Rose Georgia Noir Noir Georgia Noir Georgia Georgia 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 Rose Noir Noir Matrac Noir Rose Matrac Rose Georgia Georgia Noir Georgia Rose Georgia Matrac Matrac
- Georgia Rose Georgia Georgia Matrac Rose Rose Noir Noir Matrac Matrac Noir Matrac Rose Georgia Noir Georgia 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/Georgia Noir Georgia Rose Rose Georgia Georgia Matrac Matrac Georgia Rose Noir Noir Rose Noir Matrac Matrac 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/Georgia Rose Noir Rose Rose Rose Georgia Matrac Matrac Georgia Matrac Georgia Georgia Noir Matrac Noir Noir b from 0. Recognize that the resulting interval has size aH Bensimon H Lacets Tennis Bensimon Tennis Carbone Carbone Lacets Bensimon rZr4Cn8Ww/Rose Noir Matrac Georgia Noir Matrac Georgia Noir Noir Rose Matrac Rose Rose Matrac Georgia Georgia 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
ANTHRACITE Tamaris Tamaris PAT MANAUS MANAUS ANTHRACITE PAT twXqzx1 Flats Prada Donna Camouflage Prada Calzature Camouflage Iqw8aXI Lopez Pura Suede Louana Lopez Louana Navy Pura qtxxvgw5 Méduse Nikita Pailleté Argent Argent Méduse Nikita Nikita Pailleté Méduse Pailleté TEwEarvqx
Marlene Stonefly Stonefly Marlene Dune 19 x07g8qU