Essential Questions:
Unit 4 instructional time is focused on these power standards:
3.NF.A.1 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/b
3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
 Would you rather have 3/5 or 4/5 of a candy bar?
 Would you rather have 5/8 or 5/7 of a candy bar?
 Would you rather have 2/3 or 7/8 of a candy bar?
 UNDERSTAND fractions relate to a number on a number line
 UNDERSTAND relationship between the numerator and denominator
 COMPARE fractions with like and unlike numerators and denominators
Unit 4 instructional time is focused on these power standards:
3.NF.A.1 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/b
3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
 3.NF.A.2.A 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.
 3.NF.A.2.B Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
 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.
 3.NF.A.3.C 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.
 3.NF.A.3.D 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.
What to teach 
Lesson Ideas 
Student Practice 
Unit 4 Outline
Preassessment Introduce Real World Experience Telling Time (ongoing)

Telling Time with Fractions
3rd grade Interactive Skills Builder Houghton Mifflin Leveled Practice Unit 5
