lesson 13 homework grade 3

Curriculum  /  Math  /  3rd Grade  /  Unit 6: Fractions  /  Lesson 13

Lesson 13 of 24

Criteria for Success

Anchor tasks.

Problem Set

Target Task

Additional practice.

Understand two fractions as equivalent if they are the same sized pieces of the same sized wholes, though not necessarily the same shape. Use this understanding to generate simple equivalent fractions.

Common Core Standards

Core standards.

The core standards covered in this lesson

Number and Operations—Fractions

3.NF.A.3.A — Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

3.NF.A.3.B — 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.

The essential concepts students need to demonstrate or understand to achieve the lesson objective

• Understand that equivalent fractions are fractions that are equal, i.e., they represent the same sized piece of the same whole, though not necessarily the same shape.
• Generate simple equivalent fractions with the use of an area model (MP.5).
• Explain the equivalence of fractions using a number line or other method (MP.3, MP.5).

Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.

Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding

Mrs. Allen and Ms. Roll each got the same kind of chocolate bar at the grocery store. Mrs. Allen broke her chocolate bar into three equal-sized pieces and ate one of those pieces. Ms. Roll broke her chocolate bar into six equal-sized pieces and ate two of those pieces. Who ate more chocolate, Mrs. Allen or Ms. Roll? Use the models below to support your reasoning.

Guiding Questions

Jessie drew the following area model to represent a fraction.

Which of the following fractions are equivalent to the one represented above? Select all that apply.

Unlock the answer keys for this lesson's problem set and extra practice problems to save time and support student learning.

Discussion of Problem Set

• In #1, which shapes were most difficult to match? Why?
• Look at #2. What pattern do you notice between the three sets of models? How does this pattern relate to other parts of today’s lesson?
• How did you determine the other models that were equivalent to Figure Y? Which one was the most difficult to figure out? Why?
• In #8, how do you know the way you shaded Figure B was equivalent to the way you shaded Figure C?

A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Shade the model below to create a fraction that is equivalent to $$\frac{4}{8}$$ .

Explain how you know the model above represents a fraction that is equivalent to $$\frac{4}{8}$$ .

Student Response

An example response to the Target Task at the level of detail expected of the students.

The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Extra Practice Problems

Answer keys for Problem Sets and Extra Practice Problems are available with a Fishtank Plus subscription.

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Topic A: Understanding Unit Fractions and Building Non-Unit Fractions

Partition a whole into equal parts using area models, identifying fractional units.

3.G.A.2 3.NF.A.1

Partition a whole into equal parts using tape diagrams (i.e., fraction strips), identifying and writing unit fractions in fraction notation.

Partition a whole into equal parts using area models and tape diagrams, identifying and writing non-unit fractions in fraction notation.

Identify fractions of a whole that is not partitioned into equal parts.

Draw the whole when given the unit fraction.

Identify a shaded fractional part in different ways, depending on the designation of the whole.

Create a free account to access thousands of lesson plans.

Already have an account? Sign In

Topic B: Fractions on a Number Line

Partition a number line from 0 to 1 into fractional units.

Place any fraction on a number line with endpoints 0 and 1.

Place any fraction on a number line with endpoints 0 and another whole number greater than 1.

Place any fraction on a number line with endpoints greater than 0.

3.NF.A.2 3.NF.A.3.C

Place various fractions on a number line where the given interval is not a whole.

3.NF.A.2 3.NF.A.3.D

Topic C: Equivalent Fractions

Understand two fractions as equivalent if they are the same point on a number line referring to the same whole. Use this understanding to generate simple equivalent fractions.

3.NF.A.3.A 3.NF.A.3.B

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.

Explain equivalence by manipulating units and reasoning about their size.

3.NF.A.3.A 3.NF.A.3.B 3.NF.A.3.C

Topic D: Comparing Fractions

Compare unit fractions (a unique case of fractions with the same numerators) by reasoning about the size of their units. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <.

Compare fractions with the same numerators by reasoning about the size of their units. Record the results of comparisons with the symbols >, =, or <.

Compare fractions with the same denominators by reasoning about their number of units. Record the results of comparisons with the symbols >, =, or <.

Compare and order fractions using various methods.

Understand fractions as numbers.

Topic E: Line Plots

Measure lengths to the nearest half inch.

Measure lengths to the nearest quarter inch. 

Generate measurement data and represent it in a line plot.

Create line plots (dot plots). 

Request a Demo

See all of the features of Fishtank in action and begin the conversation about adoption.

Learn more about Fishtank Learning School Adoption.

Contact Information

School information, what courses are you interested in, are you interested in onboarding professional learning for your teachers and instructional leaders, any other information you would like to provide about your school.

Effective Instruction Made Easy

Access rigorous, relevant, and adaptable math lesson plans for free

If you're seeing this message, it means we're having trouble loading external resources on our website.

If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.

To log in and use all the features of Khan Academy, please enable JavaScript in your browser.

3rd grade (Eureka Math/EngageNY)

Unit 1: module 1: properties of multiplication and division and solving problems with units of 2–5 and 10, unit 2: module 2: place value and problem solving with units of measure, unit 3: module 3: multiplication and division with units of 0, 1, 6–9, and multiples of 10, unit 4: module 4: multiplication and area, unit 5: module 5: fractions as numbers on the number line, unit 6: module 6: collecting and displaying data, unit 7: module 7: geometry and measurement word problems.

• Texas Go Math
• Big Ideas Math
• Engageny Math
• McGraw Hill My Math
• enVision Math
• 180 Days of Math
• Math in Focus Answer Key
• Math Expressions Answer Key
• Privacy Policy

Eureka Math Grade 3 Module 7 Lesson 13 Answer Key

Engage ny eureka math 3rd grade module 7 lesson 13 answer key, eureka math grade 3 module 7 lesson 13 pattern sheet answer key.

Explanation: 8 × 1 = 8 8 × 2 = 16 8 × 3 = 24 8 × 4 = 32 8 × 5 = 40.

Eureka Math Grade 3 Module 7 Lesson 13 Problem Set Answer Key

Length of the AB side of the Rectangle = 8in Length of the BC side of the Rectangle = 3in Length of the CA side of the Rectangle = 8in Length of the DA side of the Rectangle = 3in Perimeter of the ABCD Rectangle = Side + Side + Side + Side = AB + BC +CD + DA = 8in + 3in + 8in + 3in = 11in + 8in + 3in = 19in + 3in = 22in.

Length of the AB side of the ABCD Trapezium = 15cm Length of the BC side of the ABCD Trapezium = 9cm Length of the CD side of the ABCD Trapezium = 5cm Length of the DA side of the ABCD Trapezium = 7cm Perimeter of the ABCD Trapezium = Side + Side + Side + Side = AB + BC + CD + DA = 15m + 9m + 5m + 7m = 24m + 5m + 7m = 29m + 7m = 36m.

Explanation:

b. Lila is correct because Pentagon is a figure which has five sides in it and her figure is a five sided shape.

b. Pentagon is a figure which has  five side in it. Lila is correct.

Eureka Math Grade 3 Module 7 Lesson 13 Exit Ticket Answer Key

Eureka Math Grade 3 Module 7 Lesson 13 Homework Answer Key

Perimeter of q Triangle shape = Side + Side + Side = 7in + 7in + 7in = 14in + 7in = 21in.

Perimeter of r Pentagon shape = Side + Side + Side + Side + Side = 6ft + 9ft + 6ft + 6ft + 9ft = 15ft + 6ft + 6ft + 9ft = 21ft + 6ft + 9ft = 27ft + 9ft = 36ft.

Perimeter of s Parallelogram shape = Side + Side + Side + Side = 7cm + 5cm + 7cm + 5cm = 12cm + 7cm + 5cm = 19cm + 5cm = 24cm.

Perimeter of a Trapezium shape = Side + Side + Side + Side = 9yd + 7yd + 5yd + 7yd = 16yd + 5yd + 7yd = 21yd +  7yd = 28yd.

Perimeter of m rhombus shape = Side + Side + Side + Side = 4in + 4in + 4in + 4in = 8in  + 4in + 4in = 12in + 4in = 16in.

Perimeter of e Rectangular shape = Side + Side + Side + Side = 8cm + 5cm + 8cm + 5cm = 13cm + 8cm + 5cm = 21cm + 5cm = 26cm.

Perimeter of u quadrilateral shape = Side + Side + Side + Side = 6m + 4m + 7m + 3m = 10m + 7m + 3m = 17m + 3m = 20m.

Perimeter of l Pentagon shape= Side + Side + Side + Side + Side = 4m + 2m + 2m + 4m + 3m = 6m + 2m + 4m + 3m = 8m + 4m + 3m = 12m + 3m = 15m.

b.  Yes, he is correct. Jaques says his shape is an octagon because in geometry , an octagon is an eight-sided  polygon or 8-gon. His shape has eight sides.

Leave a Comment Cancel Reply

You must be logged in to post a comment.