Grade 3, Module 11

Core Focus

Exploring equivalent fractions using area models

Comparing fractions (same or like denominators, unit fractions, dierent denominators)
Exploring the standard subtraction algorithm (for two- and three-digit numbers)
Consolidating subtraction methods

Fractions
Area models help students see why the same shaded area of a shape
can be called many dierent fraction names depending on how many equal parts
1
2
ll the whole. For example, 4 and 8 can refer to the same shaded area, so they
are equivalent fractions.
Identifying Equivalent Fractions (Area Model)

11.1

What fraction of it is shaded? How do you know?

The other large rectangle is also one whole.
What fraction of it is shaded?
What do you notice about the two fractions?
What do you notice about the fraction that is shaded in each of these shapes?

Compare fractions found

1
in a cookbook. Is 8 cup
1
greater than 2 cup? Prove
it using area models or
a fraction chart.

Fractions are equivalent if

they cover the same amount
of space in each shape.

In this lesson,1. students

nd isdi
erent
to show
the
same
Each large shape
one
whole. ways
Look at the
rst shape.
Shade
the
Step Up
area on the second shape. Write the fraction of the second
fractional parts same
of one
shape
that whole.
is shaded.
b.
1

3 fractions that have the

4
When students compare
same denominator, they can use
is the same as
is the same as
area models to show which fraction is larger or smaller,
and how to order fractions
6
4
from least to greatest. For
example,
it
is
clear
that
is
greater
than 10 by comparing
6
10
c.
d.
the area models below:
1
1
2

248

ORIGO Stepping Stones 3 11.1

Using an Area Model to Compare Fractions

(Same Denominators)
2
2

Write the fraction.

Color parts and write fractions to keep each pattern going.

ORIGO Education.

3
3

6
6

2
3

5
6

4
6

Which fraction is greater in each pair?

2
6
1
6

or

5
6

2
3

or

1
3

4
6

or

2
6

When the denominators are the same, how do you decide which fraction is greater?
1. students
Each large shape
whole. Color
the shapes to
In this
coloris one
shapes
to continue
a show
pattern,
Steplesson,
Up
the fractions. Then loop the greater fraction in each pair.
and then choose the greater fraction in each pair.
a.

b.

3
4

c.

1
3

Unit fractions are fractions that

1 1
have a numerator of 1. 2 , 3 and
1
are examples of unit fractions.
4
Equivalent fractions are
fractions described in dierent
ways but cover an area that is
the same fraction of a whole.
3
1
is the same as 2 .
6

Each hexagon is one whole.

Color one-half of the unshaded hexagon.

Notice fractions on road

1
signs. Ask, Is a 2 mile
closer or farther than
3
mile?
4
Glossary

is the same as
ORIGO Education.

is the same as

11.3

When cooking, use

measuring cups and spoons
1
to review equivalency. 2 cup
2
is equivalent to 4 cup, etc.
Use a tape measure to
1
compare lengths. Is a 3 of
a yard longer or shorter than
1
of a yard? etc.
4

The large rectangle on top is one whole.

a.

Ideas for Home

5
6

The bottom number of a

fraction is the denominator,
which is the total number of
equal parts in the whole.

Grade 3, Module 11

Students also compare unit fractions. A common error is thinking that is greater
8
1
than 2 because 8 is greater than 2. When students visualize models of a rectangle
divided into 2 pieces and the same size rectangle divided into 8 pieces,
1
1
is obviously less than 2 .
8
Relating and Comparing Unit Fractions
(Related or Unrelated Denominators)

11.4

What fraction of each strip has been shaded?

1
2

Which strip shows the greatest fraction shaded?

Which strip shows the least fraction shaded?
When you write

1
3

what does the 3 tell you?

When you write

1
5

what does the 5 tell you?

1
5

Why is

less than

1
3

1
4

1
3?

1
8

or

1
12

1
20

or

1
6

1
7

1
8

1
50

Glossary

In this lesson, students use paper strips to compare unit fractions.

Step Up

1. a. Color one part in each row of this fraction chart.

Comparing fractions becomes easier when students understand the relative size
1
of unit fractions (above). It is important to remember
that unit fractions make
1
1
2
2
up all fractions:
5
1 1 1
1 11
1
1
1
4
4
= 4+
+4 +
+
6
6
6
6
6
6
1
1
1
1
1
1
1
1
8

What helps you to decide which fraction is greater?

254
Which is greater: 31 or 24 ? How do you know?
1

Students explore subtraction of two- and three-digit numbers using the standard
subtraction algorithm.
Working with the Standard Subtraction Algorithm
(Decomposing Tens in Two-Digit Numbers)

Chang has $92 and buys this game.

How much money will he have left over?
How could you gure it out using base-10 blocks?

2
3

ORIGO Stepping Stones 3 11.4

I know that 3 is less than half a row in the

2
fraction chart. I also know that 4 is exactly
half a row. So 42 is greater than 31 .

11.8

The top number is the

numerator, which is the count
of equal parts considered. The
grey shows a count of 2 parts
considered out of 3 equal parts
that make up the whole.

ORIGO Education.

Loop
the fraction that
is greater in each
pair.dierent denominators, they reason
When students startb. to
compare
fractions
with
1
1
1 the size
1
using a range of strategies21 toor quickly
decide
or 81quantity of the fraction.
or 2
or
4
8
4

Subtraction

Ask your child to regroup

the same quantity of money
in dierent ways. E.g. $1.38
is 1 hundred (dollar), 3 tens
(dimes), and 8 ones (pennies),
then it can be regrouped to
become 13 tens and 8 ones,
or 12 tens and 18 ones.
Use the algorithm at home.
Ask your child to use place
value language while
subtracting. E.g. for 457 - 228,
457 is regrouped into 4
hundreds, 4 tens and 17 ones.

1
5

Which fraction is
greater in each pair?
How do you know?

Ideas for Home

$92

$3 8

I would show 92 using 9 tens blocks and 2 ones blocks.

Then I would have to trade 1 tens block for 10 ones
blocks so that I have 8 tens and 12 ones.

The standard algorithm is

the familiar paper-and-pencil
procedure for adding and
subtracting multi-digit numbers.
Students decompose (pull
apart) and compose (put
together) numbers to make
them more convenient to
calculate mentally.
Base-10 blocks are used to
model the regrouping and
recording process.
T

14

ORIGO Education.

Using the standard subtraction algorithm is like using base-10 blocks.

You need to regroup when the top digit in a place-value column is less than
the bottom digit in the same column.
Step 1 92 is regrouped
Step 2 into 80 + 12,
Stepso
3 80 - 30
Step 4
In this example,
Look
the digits
You needmore
1 ten easily,
Crossresulting
out the onesin 54.
Subtract the ones
and 12
- 8atcan
be subtracted
in each place. Can
you subtract each
place easily?

to help subtract
the ones. Cross
out the 9 tens and

digit and write the

new total. 92 is
now written as

then subtract
the tens. 12 ones
take 8 ones. 8 tens

This group models 64, which is the same as 5 tens +

14 ones. One ten blocks is traded or regrouped for 10
tens block to be able to subtract 7 from 14.