Grade 3 Everyday Mathematics Sample Lesson

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Go to Grade 3 Everyday Mathematics Sample Lesson

682 Unit 8 Fractions

Teaching the Lesson materials

Key ActivitiesChildren model fractions greater than 1 and equivalent mixed numbers by pasting fractionalparts of a unit circle onto unit circles. They practice naming numbers of fractional parts as fractions and mixed numbers.

Key Concepts and Skills• Shade fractional parts of regions to represent fractions greater than 1.

[Number and Numeration Goal 2]• Model and name mixed numbers and fractions. [Number and Numeration Goal 2]• Identify equivalent fractions. [Number and Numeration Goal 5]• Use lines of symmetry to divide figures into equal parts. [Geometry Goal 3]

Key Vocabulary mixed number

Ongoing Assessment: Informing Instruction See page 685.

Ongoing Learning & Practice materialsChildren play the Equivalent Fractions Game.

Children practice and maintain skills through Math Boxes and Home Link activities.

Ongoing Assessment: Recognizing Student Achievement Use the Record Sheet.[Number and Numeration Goal 5]

Differentiation Options materials

Children use patternblocks to comparefractions of regionsto one whole.

Children write fractions on a number line.

Children playFraction Top-It.

Children add theterm mixed numberto their Math WordBanks.

� Student Reference Book,pp. 287 and 288

� Teaching Masters (Math Masters,pp. 260 and 261)

� Differentiation Handbook� pattern blocks; half-sheets of paper;

Pattern-Block Template� Fraction Cards

ELL SUPPORTEXTRA PRACTICEENRICHMENTREADINESS

3

� Math Journal 2, p. 199� Student Reference Book,

pp. 283 and 284� Home Link Masters (Math Masters,

pp. 258 and 259)� Fraction Cards; half-sheets of paper

2

� Math Journal 2, pp. 197 and 198� Home Link 8�6� Teaching Aid Master (Math Masters,

p. 436; one copy per 3 children)� scissors� glue or paste� slates� crayons

See Advance Preparation

1

Objective To demonstrate naming quantities greater than 1 withfractions and mixed numbers.

Technology Assessment Management SystemGame Record SheetSee the iTLG.

Additional InformationAdvance Preparation Make enough copies of Math Masters, page 436 so each child canhave one strip of 4 circles. Cut the strips apart and place them next to the Math Message.

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Grade 3 Everyday Mathematics Teacher's Lesson Guide © 2007 Wright Group/McGraw-HillAll rights reserved, used with permission.

� Math Message Follow-Up(Math Masters, p. 436)

Illustrate the number story in the Math Message on the board.● Emily had 3 apples. She cut one in half and ate one of the

halves. How many apples were left?

2�12� apples

● Then she cut each of the other whole apples in half. She gaveall of the half-apples to her friends. How many half-apples didshe give away?

Five halves of apples

Write 2�12� and �

52� on the board. Ask: Do these numbers—2�

12� and �

52�—

name equivalent amounts of apples? Yes

WHOLE-CLASS ACTIVITY

1 Teaching the Lesson

Name Date Time

Fractions Greater than One

Math Masters, p. 436

Teaching Aid Master

Lesson 8�7 683

Getting Started

Math Message1. Take a strip and cut out the 4 circles.2. How would you answer the following problems?

� Emily had 3 apples. She cut one in half and ate one of the halves. How manyapples were left?

� Then she cut each of the other whole apples in half. She gave all the half-apples to her friends. How many half-apples did she give away?

Home Link 8�6 Follow-Up Have partners share their answers for Problems 11–14. Ask a fewvolunteers to share their solution strategies with the class.

Mental Math andReflexes Dictate pairs of decimals. Children writethem on their slates and circle the largernumber. Suggestions:

twenty-seven hundredths; sixty-sevenhundredths 0.27; 0.67five-tenths; five-hundredths 0.5; 0.05three and six-tenths; three and sixteen-hundredths 3.6; 3.16seventy-two hundredths; nine-tenths0.72; 0.9 forty and eighty-three hun-dredths; forty-eight and three tenths40.83; 48.3

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More Than ONELESSON

8 � 7

Date Time

Use the circles that you cut out for the Math Message.

1. Glue 3 halves into the two whole circles.

12

12

12

12

12

12

14

14 1

4

14

14

14

14

14

14

14

14

14

3 halves or �32�

1�12� or one and 1 half

2. Glue 6 fourths into the two whole circles. Fill in the missing digits in thequestion, the fraction, and the mixed number.

How many fourths? fourths

Write the fraction:

6Write the mixed number: 1

64

24

Math Journal 2, p. 197

Student Page

Adjusting the Activity

� Naming Fractional Parts Greater Than ONE(Math Journal 2, p. 197; Math Masters, p. 436)

First, ask children to take two of the circles they cut out and foldthem in half. Write �

12� on each half, and then cut each circle along

the fold line. Have the class count halves while you write the fractions on the board: one half �

12� two halves �

22� three halves, STOP.

Ask: How would you write a fraction that names three halves? �32�

How is this fraction different from the fractions you have used sofar? The numerator is greater than the denominator.

Draw two pairs of circles on the board. In one pair, divide bothcircles in half and shade three of the halves. Label the picture �

32�.

In the second pair, divide only one circle in half. Shade one of thehalves and the complete circle. Label the picture 1�

12�. Ask children

to compare the two pictures. The same amount of space is shaded.

Continue counting: four halves. Ask: What fraction names fourhalves? �

42�

Next, have children paste three of the halves inside the two circlesin Problem 1 on journal page 197. Point out that because eachcircle is ONE, or 1 whole, �

32� is �

12� more than 1, and can be written

as 1�12�. Emphasize that �

32� and 1�

12� are equivalent names and

represent the same amount. Write 1�12� on the board and explain

that the number 1�12� is called a mixed number because it is made

up of a whole number and a fraction.

Ask children to fold the other two circles into four equal parts:Write �

14� in each part and cut each circle along the fold lines.

Have children glue six of the fourth pieces inside the tworemaining circles (in Problem 2) on the journal page. Thenthey write a fraction that names the six pieces �

64� or �

32� and a

mixed number that names the six pieces 1�24� or 1�

12�.

If no one wrote �32� or 1�

12�, ask the class to compare the two pairs of

circles for 3 halves and 6 fourths. Ask: Why is �64� equivalent to �

32�?

Why is 1�24� equivalent to 1�

12�? Both name the same amount of circles.

Ask children whether they can think of ways to name all four circleswith a fraction. They can probably come up with equivalent halves (�

82�) and

fourths (�146�). Encourage them to try other denominators—�

132�, �

250�, and so on. If no

one suggests it, ask about �41�. Remind them that the number on the bottom of the

fraction tells into how many parts the whole has been divided. If the circles arenot divided, the denominator is 1. Since there are 4 undivided circles, 4 is thenumber in the numerator. Also ask whether they can think of an equivalentmixed number, such as 3�

44� or 2�

42�.

A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L

WHOLE-CLASS ACTIVITY



Links to the Future

Ongoing Assessment: Informing Instruction

Watch for children who have difficulty writing mixed numbers. Write them on theboard as you say them to provide a visual reference for children.

The activities in this lesson expose children to the concept of naming fractionalparts greater than one as fractions and mixed numbers. Converting betweenfractions and mixed numbers is a Grade 5 Goal.

� Naming Parts with Fractions and Mixed Numbers(Math Journal 2, p. 198)

You may want to do Problem 3 with the class to make sure children know what is expected. They color a given number of fractional parts of circles and use the resulting diagrams to namethem with a fraction and a mixed number. Note that the answerto Problem 6 is a mixed number greater than 2.

� Playing the Equivalent Fractions Game(Student Reference Book, pp. 283 and 284)

The game was introduced in Lesson 8-5. If necessary, children canread the rules for the Equivalent Fractions Game in the StudentReference Book on pages 283 and 284. Have children record equivalent fraction pairs they make on a Record Sheet made froma half-sheet of paper. Remind them to write an � symbol betweenequivalent fractions.

Ongoing Assessment:Recognizing Student Achievement

Use the Record Sheet to assess children’s progress toward using FractionCards to find equivalent fractions. Children are making adequate progress if theyrecord at least 2 pairs. Some children may be able to identify equivalent fractionswithout using the shaded sides of the cards.

[Number and Numeration Goal 5]

Record Sheet �

PARTNER ACTIVITY

2 Ongoing Learning & Practice

PARTNER ACTIVITY

More Than ONE continuedLESSON

8 � 7

Date Time

3.

How many fourths? fourths Color 5 fourths.

Write the fraction: —— Write the mixed number: 1 ——

4.

How many thirds? thirds Color 5 thirds.


5.

How many fifths? fifths Color 8 fifths.

Write the fraction: —— Write the mixed number: ——

6.


Write the fraction: —— Write the mixed number: ——3

22

3

88

13

13

13

13

13

13

13

13

5

31

5

88

15

15

15

15

15

15

15

15

3

2

3

55

13

13

13

13

13

4

1

4

55

14

14

14

14 1

4


Student Page

Lesson 8�7 685




Name Date Time

Fractions and Mixed NumbersHOME LINK

8�7

Today the class began looking at fractions greater than 1 and mixed numbers. We have beenworking with region or area models (shaded areas) for these numbers. Problem 5 asks aboutfractions of a set. The whole is a dozen eggs, so each egg is �1

12� of the whole. Have your child

explain how he or she figured out what the fraction and mixed number should be for theegg-carton drawings.

Please return this Home Link to school tomorrow.

FamilyNote

1.


Write the fraction: Write the mixed number:

2.



3.


Write the fraction: Write the mixed number: 2�13��

73�

7

13

13

13

13

13

13

13

1�45��

95�

9

15

15

15

15

15

15

15

15

15

�64�

6

14

14

14

14 1

414

1�24� or 1�

12�


Home Link Master

5. Share $3.75 equally among 3 people.

Each person gets $ .

Share $10.00 equally among 4 people.

Each person gets $ .2.50

1.25

3. Circle the fractions that are equivalent to �

13�.

�18� �

26� �1

42�

�69� �1

55� �

39�

Date Time

2. On which color is the spinner most likely to land? Least likely to land?

green

4. Use a straightedge. Draw the otherhalf of the symmetric shape.

6. Solve.

6 � 8 �

9 � 9 �

7 � 7 �

� 8 � 9

� 4 � 83272

498148

1. In the number 56.714:

the 7 means

the 6 means

the 4 means

the 5 means

the 1 means 1 hundredth5 tens

4 thousandths6 ones

7 tenths

Math BoxesLESSON

8 �7

35

30

92 93

52 53

greenyellow

blue

red

red

122 123


Student Page

� Math Boxes 8�7(Math Journal 2, p. 199)

Mixed Practice Math Boxes in this lesson are paired withMath Boxes in Lesson 8-5. The skill in Problem 6 previews Unit 9 content.

Writing/Reasoning Have children write an answer to thefollowing: In Problem 5, what does share equally mean?Sample answer: Share equally means to divide an amount

or a group of things into equal parts. In Problem 5, each persongets an equal amount.

� Home Link 8�7(Math Masters, pp. 258 and 259)

Home Connection Children color figures according todirections and then write fractions and mixed numbers todescribe those pictures.

INDEPENDENTACTIVITY

INDEPENDENTACTIVITY

Name Date Time

Fractions and Mixed Numbers cont.HOME LINK

8�7

259

4.

What fraction of the WHOLE carton is each egg? —12

5.

Write the fraction: —12

Write the fraction as a mixed number: —12 or 2�13�42

1

Write these problems on the back of this page. Solve and show your work.

6. 301 7. 27 8. 600 9. 131� 288 � 19 � 476 � 99

2301244613

Try This

Practice

28


Home Link Master



� Modeling Fractions of Regions Larger than One Whole(Math Masters, p. 260)

To provide experience with comparing fractions of regions to theWHOLE, have children build the shapes on Math Masters, page 260 with pattern blocks.

� Placing Fractions on a Number Line(Math Masters, p. 261)

To apply children’s understanding of mixed numbers, have themidentify and locate numbers between consecutive whole numberson a number line. Have children discuss how they decided whereto place their fractions on the number lines.

� Playing Fraction Top-It(Student Reference Book, pp. 287 and 288)

To provide practice with comparing fractions, have children playFraction Top-It, which was introduced in Lesson 8-6. Childrenmay play the advanced version of the game. If necessary, they canread the rules for both versions of Fraction Top-It in the StudentReference Book on pages 287 and 288.

� Building a Math Word Bank(Differentiation Handbook)

To provide language support for fractions, have children use theWord Bank template found in the Differentiation Handbook. Askchildren to write the term mixed number, draw a picture representing the term, and write other related words. See theDifferentiation Handbook for more information.

5–15 Min

SMALL-GROUP ACTIVITYELL SUPPORT

5–15 Min

PARTNER ACTIVITY

EXTRA PRACTICE

5–15 Min

INDEPENDENTACTIVITYENRICHMENT

5–15 Min

INDEPENDENTACTIVITYREADINESS

3 Differentiation Options LESSON

8�7

Name Date Time

Comparing Figures

Use only triangles, rhombuses, trapezoids, and hexagons from your pattern blocks to solve the problems below.

1. One hexagon is the WHOLE. Cover the WHOLE with triangles.How many triangles fit in the whole hexagon?

Use your pattern blocks to build a figure that is greater than one WHOLE.Use your Pattern-Block Template to draw your figure below.

Cover your new drawing with triangles. How many triangles fit inyour figure?

2. One trapezoid is the WHOLE. Cover the WHOLE with triangles.How many triangles fit in the whole trapezoid?

Use your pattern blocks to build a figure that is greater than one WHOLE.Use your Pattern-Block Template to draw your figure below.

Cover your new drawing with triangles. How many triangles is yourfigure worth?Answers vary.

3

Answers vary.

6


Teaching Master

LESSON

8�7

Name Date Time

Fractions on a Number Line

1.

Iden

tify

at le

ast 3

frac

tions

that

are

bet

wee

n 80

and

81.

On

a ha

lf-sh

eet o

f pap

er, r

ecor

d yo

urfra

ctio

ns a

s m

ixed

num

bers

and

as

fract

ions

. The

n pl

ace

them

on

the

num

ber l

ine

belo

w.

2.

Iden

tify

at le

ast 3

frac

tions

that

are

bet

wee

n 2

and

5. O

n a

half-

shee

t of p

aper

, rec

ord

your

fract

ions

as

mix

ed n

umbe

rs a

nd a

s fra

ctio

ns. T

hen

plac

e th

em o

n th

e nu

mbe

r lin

e be

low

.

8081

Answ

ers

vary

.

25

Answ

ers

vary

.


Teaching Master

Lesson 8�7 687



More Than ONELESSON

8 � 7

Date Time

one hundred ninety-seven 197

Use the circles that you cut out for the Math Message.

1. Glue 3 halves into the two whole circles.

12

12

12

14

14 1

4

14

14

14

3 halves or �3

2�

1�1

2� or one and 1 half

2. Glue 6 fourths into the two whole circles. Fill in the missing digits in the

question, the fraction, and the mixed number.

How many fourths? fourths

Write the fraction: Write the mixed number: 1

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back to lesson

More Than ONE continuedLESSON

8 � 7

Date Time

198 one hundred ninety-eight

3.



4.



5.



6.



13

13

13

13

13

13

13

13

15

15

15

15

15

15

15

15

13

13

13

13

13

14

14

14

14 1

4



back to lesson

5. Share $3.75 equally among

3 people.


Share $10.00 equally among

4 people.


3. Circle the fractions that are

equivalent to �1

3�.

�1

8� �

2

6� �

1

4

2�

�6

9� �

1

5

5� �

3

9�

Date Time

2. On which color is the spinner

most likely to land?

Least likely to land?

4. Use a straightedge. Draw the other

half of the symmetric shape.

6. Solve.

6 � 8 �

9 � 9 �

7 � 7 �

� 8 � 9

� 4 � 8

1. In the number 56.714:

the 7 means

the 6 means

the 4 means

the 5 means

the 1 means

7 tenths

Math BoxesLESSON

8 �7

35

30

92 93

52 53

greenyellow

blue

red

one hundred ninety-nine 199

122 123



back to lesson

Copyrig

ht ©

Wrig

ht G

roup/M

cG

raw

-Hill

Name Date Time

Fractions and Mixed NumbersHOME LINK

8�7

Today the class began looking at fractions greater than 1 and mixed numbers. We have beenworking with region or area models (shaded areas) for these numbers. Problem 5 asks aboutfractions of a set. The whole is a dozen eggs, so each egg is �1

12� of the whole. Have your child

explain how he or she figured out what the fraction and mixed number should be for theegg-carton drawings.

Please return this Home Link to school tomorrow.

FamilyNote

258

1.



2.



3.



13

13

13

13

13

13

13

15

15

15

15

15

15

15

15

15

14

14

14

14 1

414

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Copyright

© W

right

Gro

up/M

cG

raw

-Hill

Name Date Time

Fractions and Mixed Numbers cont.HOME LINK

8�7

259

4.

What fraction of the WHOLE carton is each egg? —12

5.

Write the fraction: —12

Write the fraction as a mixed number: —12

Write these problems on the back of this page. Solve and show your work.

6. 301 7. 27 8. 600 9. 131

� 288 � 19 � 476 � 99

Try This

Practice

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260

LESSON

8�7

Name Date Time

Comparing Figures

Use only triangles, rhombuses, trapezoids, and

hexagons from your pattern blocks to solve the

problems below.

1. One hexagon is the WHOLE. Cover the WHOLE

with triangles.

How many triangles fit in the whole hexagon?

Use your pattern blocks to build a figure that is greater than one WHOLE.

Use your Pattern-Block Template to draw your figure below.

Cover your new drawing with triangles. How many triangles fit in

your figure?

2. One trapezoid is the WHOLE. Cover the WHOLE

with triangles.

How many triangles fit in the whole trapezoid?

Use your pattern blocks to build a figure that is greater than one WHOLE.

Use your Pattern-Block Template to draw your figure below.

Cover your new drawing with triangles. How many triangles is your

figure worth?



back to lesson

Copyright © Wright Group/McGraw-Hill

261

LESSON

8�7

Nam

eD

ateTim

e

Fractio

ns o

n a

Nu

mb

er Lin

e

1. Identify at least 3 fractions that are between 80 and 81. On a half-sheet of paper, record your

fractions as mixed numbers and as fractions. Then place them on the number line below.

2. Identify at least 3 fractions that are between 2 and 5. On a half-sheet of paper, record your

fractions as mixed numbers and as fractions. Then place them on the number line below.

80 81

2 5

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436

Name Date Time

Fractions Greater than One



back to lesson

Copyright ©

Wright G

roup/McG

raw-H

ill

132 Differentiation Handbook

Name Date Time

Math Word Bank A

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back to lesson

The number 3.456 is shown in a place-value chart below.

The 3 in the ones place is worth 3 (3 ones).The 4 in the tenths place is worth 0.4 (4 tenths).The 5 in the hundredths place is worth 0.05 (5 hundredths).The 6 in the thousandths place is worth 0.006 (6 thousandths).

3.456 is read “3 and 456 thousandths.” The decimal point is read as “and.”

1s 0.1s 0.01s 0.001sones place tenths place hundredths place thousandths place

3 . 4 5 6

Numbers and Counting

Place Value for DecimalsWhen we write a money amount like $6.23, the number is a decimal. The place that each digit has in the number is very important.

The decimal point separates dollars from cents.The 6 is worth 6 dollars.The 2 is worth 20 cents, or 2 dimes, or �1

20� of a dollar.

The 3 is worth 3 cents, or 3 pennies, or �1300� of a dollar.

We can use a place-value chart to show how much each digit in a decimal is worth. The place for a digit is its position in the number. The value of a digit is how much it is worth.

dollars dimes pennies

6 . 2 3

thirty-five 35

Decimals were invented bythe Dutch scientist SimonStevin, in 1585.

In England, 3.42 is writtenas 3.42. In France, 3.42 iswritten as 3,42.

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back to student page

The top card is turned over and puton the table. The picture shows �

46�.

Player 1 turns over the �23

� card. This card matches �46

�.

Player 1 takes both cards. There are no cards left

picture-side up. So Player 1 turns over the top card

and puts it near the deck. The picture shows �68

�.

Player 2 turns over the �04

� card. There is no match.

This card is placed next to �68

�. It is Player 1’s turn again. 0 4

6 8

Games

two hundred eighty-three 283

Equivalent Fractions GameMaterials � 1 deck of Fraction Cards (Math Journal 2,

Activity Sheets 5–8)Players 2Skill Recognizing fractions that are equivalentObject of the game To collect more Fraction Cards.Directions1. Shuffle the Fraction Cards and place the deck

picture-side down on the table.2. Turn the top card over near the deck of cards.3. Players take turns. When it is your turn, turn over the

top card from the deck. Try to match this card with apicture-side up card on the table.◆ If you find a match, take the 2 matching cards.

Then, if there are no cards left picture-side up, turnthe top card over near the deck.

◆ If you cannot find a match, place your card picture-side up next to the other cards. Your turn is over.

4. The game ends when all cards have been matched. Theplayer with more cards wins.

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284 two hundred eighty-four

Equivalent Fractions Game (Advanced Version)

Materials � 1 deck of Fraction Cards (Math Journal 2,Activity Sheets 5–8)

Players 2Skill Recognizing fractions that are equivalentObject of the game To collect more Fraction Cards.Directions

1. Shuffle the Fraction Cards and place the deckpicture-side down on the table.

2. Turn the top card over near the deck of cards.3. Players take turns. When it is your turn, take the top

card from the deck, but do not turn it over (keepthe picture side down). Try to match the fraction with one of the picture-side up cards on the table.◆ If you find a match, turn the card over to see if you

matched the cards correctly. If you did, take bothcards. Then, if there are no cards left picture-sideup, turn the top card over.

◆ If there is no match, place your card next to theother cards, picture-side up. Your turn is over.

◆ If there is a match but you did not find it, the otherplayer can take the matching cards.

4. The game ends when all cards have been matched. Theplayer with more cards wins.

Games



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48

12

48

12

two hundred eighty-seven 287

Fraction Top-ItMaterials � 1 deck of Fraction Cards (Math Journal 2,

Activity Sheets 5–8)Players 2Skill Comparing fractionsObject of the game To collect more cards.Directions

1. Shuffle the Fraction Cards and place the deck picture-side down on the table.

2. Each player turns over a card from the top of the deck.Players compare the shaded parts of the cards. Theplayer with the larger fraction shaded takes both cards.

3. If the shaded parts are equal, the fractions areequivalent. Each player then turns over another card. The player with the larger fraction shaded takes all the cards from both plays.

4. The game is over when all cards have been taken fromthe deck. The player with more cards wins.

Games

Players turn over a �34� card and a �

46� card.

The �34

� card has a larger shaded area. The player holding

the �34

� card takes both cards. 4 6

3 4

Players turn over a �12� card and a �

48� card.

The shaded parts are equal. Each player turns over another card. The player with the larger Fraction Card takes all the cards.



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Joel draws a �28� card. Sue draws a �

14�

card. It is Sue’s turn, and she says that herfraction is less than Joel’s. They turn theircards over and find that the shaded areasare equal. The fractions are equivalent. Suewas wrong, so Joel takes both cards.

1 4

2 8

Fraction Top-It (Advanced Version)

Materials � 1 deck of Fraction Cards (Math Journal 2,Activity Sheets 5–8)

Players 2Skill Comparing fractionsObject of the game To collect more cards.Directions

1. Shuffle the Fraction Cards and place the deck picture-sidedown on the table.

2. Each player takes a card from the top of the deck but doesnot turn it over. The cards remain picture-side down.

3. Players take turns. When it is your turn: ◆ Say whether you think your fraction is greater than,

less than, or equivalent to the other player’s fraction.◆ Turn the cards over and compare the shaded parts. If

you were correct, take both cards. If you were wrong,the other player takes both cards.

4. The game is over when all cards have been taken from thedeck. The player with more cards wins.

Games

288 two hundred eighty-eight



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Fra

ction

Card

sLESSO

N

8�5

Date

Time

Activ

ity S

heet 5

12

36

13

22

26

14

34

23

EM2007MJ2_G3_U08.qxd 0

7.01.2006 1

1:33 P

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NOTE: Card backs show written fraction only.back to lesson

Fra

ction

Card

sLESSO

N

8�5

Date

Time

Activ

ity S

heet 6

46

24

68

02

48

04

28

44


7.01.2006 1

1:33 P



NOTE: Card backs show written fraction only.back to lesson back to game instructions

Fra

ction

Card

sLESSO

N

8�5

Date

Time

Activ

ity S

heet 7

39

56

99

16

612

212

812

510


7.01.2006 1

1:33 P



NOTE: Card backs show written fraction only.back to lesson back to game instructions

diana2

Line

Fra

ction

Card

sLESSO

N

8�5

Date

Time

Activ

ity S

heet 8

55

69

45

15

810

1012

412

210


7.01.2006 1

1:33 P



NOTE: Card backs show written fraction only.back to lesson

diana2

Line

Documents

Grade 3 Everyday Mathematics Sample Lesson