Unit Overview

Unit Theme: Fractions- Building My Own Pizza

Teacher: Jessica Pagtulingan
Grade: 3
Content Areas: Mathematics, Language Arts
Resources:

McTighe, J. Wiggins. G. Understanding by Design. Association for

Supervision and Curriculum Development (ASCD). 2005.
https://www.whatihavelearnedteaching.com/third-grade-cut-paste-mathactivities/?pp=1

http://www.storyjumper.com/book/index/2718812/Fractions-areEverywhere#page/20

https://www.teacherspayteachers.com/FreeDownload/Fraction-Flip-Book-AnInteractive-Math-Manipulative-for-Grades-3-5-2351507

Unit Rationale:
Both teachers and students find fractions such a hard topic to take on. The
basic foundation is hard enough, but when you throw in word problems, the
task seems even more daunting for students to find the appropriate answer.
Fractions requires knowledge of multiplication and division, and when you
have a class that is diverse and majority is second language learners, it
becomes really difficult for both the teacher and student to transfer the
concept of fractions. At this age, students are beginning to mature, the
workload is becoming burden some and they begin to see the raft of critical
thinking. As educators, its important that we start with self-confidence.
Reassuring and encouraging students that fraction can be easy if we work
together and make it fun. Allowing student to chime in when we the
teachers are making the content to complex to understand. We all need
resets, and when we have such a topic such as fractions, I would especially
expect my students to ask for a reset if they think what Im trying to get
across isnt transferring. I also feel that its important to use materials and
information that relate to the students best, and not to the teachers own
liking. That is why the culminating project is simple, fun, creative, and
students all have had an experience with, pizza! It teaches them fractions,
while creating something that might be their favorite food, and yet creating
their own. You want to be able to give students option and the responsibility

but still have authority over some areas of the assignment, and I think this
overall project shows that.

Stage 1: Desired Results

Math:
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.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
3.NF.A.3 Explain equivalence of fractions in special cases, and compare
fractions by reasoning about their size.
3.NF.A.3a Understand two fractions as equivalent if they are the same size,
or the same point on a number line.
3.NF.A.3b Recognize and generate simple equivalent fractions, e.g., =2/4,
4/6=2/3). Explain why the fractions are equivalent, e.g., by using visual
fraction model.
Language Arts:
W.3.4 With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
W.3.6 With guidance and support from adults, use technology to produce
and publish writing (using keyboarding skills) as well as to interact and
collaborate with others.
Established Goals/Big Ideas:
By the end of this unit, students will be able to:

Understand and represent fractions as a part over a whole when it is

partitioned into equal parts with denominators up to 12
Recognize and explain equivalent fractions by their size
Locate and place fractions on a number line
Essential Questions:

What are fractions?

Why are fractions important to us?

What is a numerator?
What is a denominator?
What are equal parts?
What is a whole?
How do we represent fractions on a number line?
What are equivalent fractions?
How do I use a checklist to help guide my writing?
Stage 2: Assessment Evidence

Performance Task
The overall performance task is for students to create a pizza
composing with four different fractions, two equivalent fractions, and
two word problems. Students will work individually in order to
understand and explain what fractions are and how to represent them.
Their recipe will be in an exhibit where other classes will have the
opportunity to come in and learn about fractions and their project.
Other Evidence:

Fraction flipbook
Group worksheet on Everyone Gets a Taste
If I Ate worksheet
Number line worksheet with denominators up to 12
Equivalent fractions on a number line worksheet
Math journal
Class, group, and one-on-one discussions
Final Assessment
Self-Assessments:

One-minute Journal writing

Guided prompts for any
misconceptions and
questions

Reflections:

Reflect on what you learned

in this lesson that was new,
and if there was no new
information, how did you
know what to do in the
problems that were asked?
Reflect on how well you
worked in your group, and
what did you do to
contribute? Are they any
areas you would like to
improve on when working

with group members?

Reflect on how well you
used your time wisely in
creating your pizza project.

Criteria:
Rubric: End of Unit Project:
Meet with
Excellence
Math
I included
more than
four
different
fractions in
my pizza
recipe with
creativity.
I included
more than
two
equivalent
fractions in
my pizza
recipe.

Math
Journal:
Oneminute
writing &
reflections

My Very Own Pizza

Meet with Developing
Proficient
I included
I included
four
three
different
different
fractions in
fractions in
my pizza
my pizza
recipe with
recipe with
creativity.
somewhat
creativity.
I included
two
equivalent
fractions in
my pizza
recipe.

I included at
least one
equivalent
fraction in
my pizza
recipe with
little
creativity.

Some of my
toppings
All my
Most of my
were labeled
toppings
toppings
neatly in a
were labeled were labeled key.
neatly and
neatly in a
accurately
key.
in a key.
I answered
I answered
I answered
all the
most of the
some me of
prompts
prompts
the prompts
with
with
with
complete
complete
complete
sentences.
sentences.
sentences.
I answered

I answered

Well-Below
I included
one to two
different
fractions in
my pizza
recipe with
no creativity.
I did not
correctly
input an
equivalent
fraction in
my pizza
recipe.

A few of my
topping
were labeled
neatly in a
key.

I answered
little to none
of the
prompts
with
complete
sentences.

Language
Arts

I answered
truthfully on
all of my
answers.

truthfully on
most of my
answers.

truthfully on
some of my
answers.

I included
more than
three
problemsolving
questions
with
creativity.

I included all
three
problemsolving
questions
with
creativity.

I included at
least two
problemsolving
questions
with
somewhat
creativity.

I answered
truthfully on
little to none
of my
answers.
I included
one
problemsolving
question
with little
creativity.

Unit Timeline:
Week 1:
Day 1
Math:
Fractions
intro lesson:
Building
Fractions
LA:
Read and
discuss what
are
fractions?
Fractions
are
Everywhere
by Sarah
Naeger.
Day 6
Math:
Review on
fractions on

Day 2
Math:
Yummy
Fractions
(building on
how to read
and write
fractions)

Day 3
Math:
Reasoning
on a number
line

Day 4
Math:
Number line
Multi-match
game

Day 5
Math:
Reasoning
on a number
lineequivalent
fractions
(noodle
stick)

LA:
Journal:
One-minute
writing &
Reflection

Day 7
Math:
Comparing
Fractions-

Week 2:
Day 8
Day 9
Math:
Math: Pizza
Review all
Project
lesson of
Introduction

Day 10
Math:
Rough draft
of pizza

a number
line and
equivalent
fractions
LA:
Journal:
One-minute
writing &
reflection

Day 11
Math:
Continuation
of pizza
project

Greater than fractions:

or less than? basics,
number line,
LA: Written
equivalent
Response on fractions
comparing
fractions
LA:
Introduce
effective
writing.
Benefits of a
graphic
organizer

Day 12
Math: Final
edits and
changes to
pizza project

recipe
SS: What is
a
key/legend?
LA: Journalpractice
organizing
writing

LA: Journalcreating
word
problems

Week 3:
Day 13
Day 14
LA: Pizza
Math:
project
Fraction
exhibit
assessment

LA: Final
draft of word
problems

Stage 3: Learning Experiences

Lesson 1: Building Fractions
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.
Materials:
Digital story of Fractions are Everywhere by Sarah Naeger
Chart paper/Pens
Math journals
Unifix cubes (variety of colors)

Computer paper
Pencil & crayons

Activity:
1. Digital story Fractions are Everywhere by Sarah Naeger. Before
reading the story, pose the question: Does anyone know what fractions
are? (Have students share their answer with a partner and write their
responses on the board). Story introduces the key terms needed for
this unit. WHE
2. Review and discuss the key terms and the different problems that were
in the story with the students. R
3. Have students read the definition of the key terms: fraction,
numerator, and denominator to you, while you write them on a chart
paper. Also have them recall what type of problems where in the story
and write them as well. This chart will hang somewhere visible in the
classroom for students to use as reference. E
4. Students will copy key terms and definition into their math journals. E
5. Students will break up into teams of three. They will be given three
different colors of unifix cubes. Each member will have a chance at
putting together a fraction given by the teacher. This will check for
understanding and any misconceptions. E-2
6. Have groups share how they helped each other to find and put
together the right amount for the fraction given. This provides an
opportunity for teacher to assess who can work well together, and if
changes could be made in the future. E-2
7. Students will create a fraction flipbook as their own reference tool,
which will be glued into their math journals. E
8. Students will reflect on todays lesson by writing for one minute in their
math journals with guided prompts: E-2, T
What did you learn today in math?
What did you like about todays lesson?
What was your favorite part?
What was hard for you in this lesson?
What could we as a class do to improve our math lessons?
Rubric: Building Fractions
ME
Group
activity

MP
I

Contributed
effort in

Contributed
effort in

DP
I am
missing
one
element

WB
I am
missing
more than
two

Fractio
n
Flipboo
k

helping my
team solve
the
problem at
all times
Supported
my team
members
by helping
when it was
needed
Worked
cooperative
ly the
entire time

I completed all
the fractions up
to denominator
with 12. I colored
neatly inside the
lines and labeled
all my drawings.

helping my
team solve
the
problem
most of the
time
Supported
my team
members
by helping
when it was
needed
Worked
cooperative
ly the most
of the time

I completed most
of the fractions
up to
denominator with
12. I colored
neatly inside the
lines and labeled
all my drawings.

from MP

elements
from MP

I
complete
d at least
two of the
fractions
up to
denomina
tor with
12. I
somewhat
colored
neatly
inside the
lines and
labeled
most of
my
drawings.

I
complete
d at least
one of the
fractions
up to
denomina
tor with
12. I
somewhat
colored
neatly
inside the
lines and
labeled
some of
my
drawings.

Fraction Flipbook
Name:
Directions: Divide each rectangle by its respective fraction.
1. 1/2

2. 1/3

3. 1/4

4. 1/6

5. 1/8

6. 1/12

Lesson 2: Yummy Fractions

Standard:
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.
Materials:

1/2 Watermelon
2 Bananas
12 strawberries
24 grapes
Plastic knife

Napkins
Folder paper
Pencil
Math journals
If I Ate worksheet

Activity:
1. Tell and show students what food you have brought and that they will
be eating it today. Ask students what type of food have I brought in,
and what food group are they apart of (i.e., vegetables, fruits, grains,
meat, etc.) WHE
2. Mention to students that there are a lot of fruits but there isnt enough
for everyone to try each one. E
3. Pose the question: What do you think well do so that everyone has a
chance to taste every fruit? Ensure to scaffold students how to answer
the question (i.e., what if each of you get a part of the fruit? What term
did we just learn that refers to part from a whole?).
4. Have students form a group of 3 and find an area in the classroom.
First they will begin by discussing what they know about fractions.
Then they will be prompted to count how much students there are in
the classroom, as well as the teacher. They will write their number on
their team sheet. Next have each group write down the names of the
fruit you brought and have them skip three lines after each fruit. The
fruits are watermelon, banana, strawberries, cuties, and grapes. WH,
E-2
5. The groups will then have to figure out how much does each fruit need
to be cut in order for each person in the class to get a piece. They will
provide their problem solving strategies on their team sheet. First
group to have the correct number for each fruit will be the first to get
their fruits. E-2
Watermelon: There is only half of a watermelon, how many
equal parts do we need to cut so everyone gets a piece?
Banana: There are only two bananas, how many equal parts
do we need to cut so everyone gets a piece?
Strawberries: There are 12 strawberries, how many equal
parts do we need to cut so everyone gets a piece?
Cuties: Each cutie has 8 slices, and there is only one cutie,
how many equal parts do we need to cut so everyone gets a
piece?
Grapes: There are 24 grapes on a vine, how many equal parts
do we need to cut so everyone gets a piece?
6. While students are finishing up their problem solving and eating their
fruits, discuss with them, what was the whole, and what was the parts
for each fruit. Write them on the board. E

7. Now ask students what if questions: E

What if Alex ate two pieces of banana out of the 24 pieces
total, what fraction did he eat?
If Sarah got to eat half of the grapes by herself, what fraction
did she eat?
If Lucas ate a slice of the watermelon, what fraction of the
watermelon did he eat?
8. Review with students what fractions are, the terms we use, and how
we represent them. R
9. Students will work on the If I Ateworksheet. E
10.
One-minute self-assessment and reflection in math journals. E-2,
T
Rubric: Yummy Fractions
Group
work

ME
I

MP
I
-

If I
Ate
WS

Contributed
effort in
helping my
team solve
the problem
at all times
Supported
my team
members by
helping
when it was
needed
Worked
cooperativel
y the entire
time

I completed all
questions
accurately by
providing evidence
for all questions
and labeling it,
and writing my
final answer.

Contributed
effort in
helping my
team solve
the problem
most of the
time
Supported
my team
members by
helping
when it was
needed
Worked
cooperativel
y the most
of the time

I completed of the
most questions
accurately by
providing evidence
for all questions
and labeling it,
and writing my
final answer.

DP
I am
missing
one
element
from MP

WB
I am
missing
more than
two
elements
from MP

I
completed
two
questions
accurately
by
providing
evidence

I
completed
one
question
accurately
by
providing
evidence

for some
questions
and
labeling it,
and writing
my final
answer.

Name:

Date:

If I Ate
1. If Jerry ate 2 orange wedges out of 6, what fraction did jerry eat?

for all
questions
and
labeling it,
and writing
my final
answer.

Drawing:

Answer:
2. Sarahs dad had cut up a watermelon into cubes. There was a total of 20 cubes, but
Sarah ate 11. What fraction did Sarah eat of the watermelon cubes?
Drawing:

Answer:
3. Alex brought chocolate cookies to school for her
birthday. Her mom broke the cookies in half, so that
each student will be only eating half a cookie. There
were a total of 12 cookies. What fraction would best
represent if Alex ate half of a whole cookie?
Drawing:

Answer:
4. Mrs. Peters went bought a large cheese pizza. There was a
total of 16 slices. Mrs. Peters ate two, and saved five. What
fraction of the pizza did Mrs. Peters have?
Drawing:

Answer:
Lesson 3: Fractional Reasoning on a Number Line
Standards:

3.NF.A.2 Understand a fraction as a number on

the number line; represent fractions on a number
line diagram.

3.NF.A.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
3.NF.A.3 Explain equivalence of fractions in special cases, and compare
fractions by reasoning about their size.
3.NF.A.3a Understand two fractions as equivalent if they are the same size,
or the same point on a number line.
Materials:

Yard stick
Ruler
Colored chart paper
Tape
Permanent markers
Post-its (various colors)
White boards
Swimming noodle sticks (various colors)
Fraction number line match cards

Activity:
1. Begin by showing your students a yardstick. Ask them what do we use
the yardstick for? What do these number and lines represent on the
yardstick? Give ample time for students to answer, and scaffold when
needed (i.e., how do we measure things?). WHE
2. Explain to students that the lines without numbers indicate a piece or
part of the whole, meaning that they represent a fraction of a number.
Have them bring out their own ruler, and count the lines in between
the 0 inch mark to the 1 inch mark. Most standard rulers, there are 16
lines between the inch markers. Now have students find the half way
mark between the 0 inch marker and the 1 inch marker. Ask them,
how many lines are from the 0 inch mark to the half-inch mark? If we
are saying that there are 16 lines, students should respond that it is
the 8th line that marks that halfway point. Ask, how would we write our
fraction if the halfway point is 8? Students will have to know the total,
and reinforce vocabulary terms, numerator and denominator. Is 8 our
numerator or our denominator? Why? What is our denominator? Also
reinforce, how do we write half in fraction from? WHE
3. On the whiteboard, draw a line representing an inch mark, and start
from 0 to 1, indicating that when we measure things, we always start

at 0. Have a volunteer draw the tick marks or lines in between the 0

and the 1. Have the class say how much lines are in-between before
having the volunteer draw the lines. HE
4. Now have another volunteer find the halfway point, and label it with its
corresponding fraction. E
5. Thank the volunteers for coming up, and move on to explaining what
those other lines represent and what numbers or fractions represent it.
(e.g., Since there are 16 lines between 0 to 1, and the point is 8,
then the first line represent 1 out of 16 or 1/16, because there are 16
total lines and represents the whole. 1 is a part of the sixteenth, there
for the first line represents 1/16). E
6. Now draw several number lines on the board, some partitioned and
some not. Label the 0 to 1 and half way mark for all. Only one number
line will have the tick marks. H
7. Next, three students will mark our intervals 0 and 1 and our way
point using a permanent marker. E
8. Work on the first number line with the students. Explain you will work
with fourths. Ask them, how many parts would I need to divide the
number line into. Their response should be 4 because the ultimate
total is 4. Draw the four equal parts. Now, point at the half way mark,
and ask how many tick marks is that? They should respond by 2. Now
ask, what fraction would we write if its 2 and the total is 4? Their
response should be 2/4. Students will begin to notice that 2/4 is the
same as . Explain that the reason that fractions could be the same as
other fractions is because of their size, and the term we use is
equivalent, meaning it equals the same thing. Further explain that
fractions could be the same because there are numbers that could be
divisible by each other, for example, in 2/4, 4 can be divisible by 2, two
times, so the denominator will be 2, and when 2 is divided by 2, it
equals 1, making the numerator 1, and the fraction . WE
9. Students will bring out their white boards, and they will practice with
the next three number lines the teacher provides. (Work on thirds,
sixths, eights, tenths, and twelfths.) E
10.
Have students play the multi-match card game. E
11.
Provide visual models on the board using squares and rectangles.
For example, divide a rectangle into eighths. Label each part. After
draw another rectangle below and divide it into sixths and label each
part. Then draw another rectangle below it and divide it into fourths.
Label each part. For each rectangle, explain to students the equivalent
fractions and how they are equivalent. For example, using the
rectangle with eighths, the halfway mark is labeled 4/8, but what else

can it be marked as? . Then point out that you can divide it into
fourths, by coloring in two boxes or parts and say that it represents one
fourth, then the next two boxes will be 2/4 and so on because there are
eight total parts in total. WE
12.
For further guidance on equivalent fractions, regarding any
misconceptions and confusions, take the opportunity to use life size
visuals. In this case, we will use swimming noodles of different colors
that is partitioned before hand. Start with the whole noodle, ask
students: what fraction does this noodle represent? Then move to the
next noodle (1/2), the thirds, fourths, and the twelfths. Students will
have a vision that fractions can be represented by two different
fractions but still have the same value because it can be divisible.
Iterate what divisible means to students, which is division. Provide
example (2/4 is the same as because 4 can be divisible by 2 two
times). WHE
13.
Review and discuss the different number lines further, looking for
any misunderstanding and misconceptions. R
14.
Students will copy our visual representation of equivalent
fractions using the swimming noodle into their math journals. E
15.
Students will work on fractions on a number line and Equivalent
Fractions on a Number Line worksheets. E
16.
Students self-assess where they are in their understanding for
the unit thus far, by writing what areas are confusing and questions
they still ponder about. They will reflect on what was easy for them so
far, and what areas they still seem to struggle at. E-2, T
Rubric: Reasoning with Number Lines & Equivalent Fractions
Participation

ME
I work hard
and share my
thinking
without being
asked.

MP
I sometimes
need to be
reminded to
work or share
my thinking.

I value the
work and
ideas of
others, and I
help them
share.

I value the
work and
ideas of
others.

DP
I often need
to be
reminded to
work hard or
share my
thinking.

WB
I usually dont
work hard or
share my
thinking
unless my
teacher
reminds me.

I usually
value the
work and
ideas of
others.

I sometimes
value the
work and
ideas of
others.

Fractions
Worksheet

I completed
all the
problems
with no
guidance
from the
teacher.

I completed
most of the
problems
with no
guidance
form the
teacher.

I completed
some of the
problems
with some
guidance
from the
teacher.

I completed
little of the
problems
with
consistent
help from the
teacher.

I showed all
my work and
labeled any
necessary
parts in the
problem.

I showed
most of my
work and
labeled any
necessary
parts in the
problem.

I showed
some of my
work and
labeled a few
of the
problems.

I showed little
to no
evidence of
my work and
did not label.

Name:

Date:

Fractions on a Number Line

1. Label

3
5

2. Label

3
4

3. Label

on the number line.

3
8

on the number line.

on the number line.

6. Label

2
6

on the number line.

1
3

5
8

4. Label

5. Label

7.Label

2
5

on the number line.

8. Label

on the number line.

on the number line.

8
10

on the number line.

Name:

Equivalent Fractions on a Number Line

Directions: Cut out along the dotted lines to retrieve all fraction parts.
Place them in their correct spot on the number line diagram.

Write four fractions that equal

that equal

3
.
4

1
.
2

Write two fractions

1
3
=
=
=
=
=
=
2
4
Directions: Cut out all Fractions along the dotted lines, and glue them in
their proper spot on the number line.
1
2

1
3

1
4

1
6

2
3

2
4

2
6

2
8

2
12

3
4

3
6

3
12

4
6

4
8

4
12

5
6

5
10

5
12

7
12

8
12

9
12

10
12

Lesson 4: My Very Own Pizza!

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.3 Explain equivalence of fractions in special cases, and compare
fractions by reasoning about their size.
3.NF.A.3b Recognize and generate simple equivalent fractions, e.g., =2/4,
4/6=2/3). Explain why the fractions are equivalent, e.g., by using visual
fraction model.
W.3.4 With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
W.3.6 With guidance and support from adults, use technology to produce
and publish writing (using keyboarding skills) as well as to interact and
collaborate with others.
Materials:

Medium size pizza boxes

Pizza toppings cutouts
Construction paper (various color)
Glue
Scissors
Pencil, crayons, markers
Computers
Map
Pizza and writing checklist

Activity:
1. Gather students to the floor. Draw a pizza on the board and partition them
into 8 equal slices, but leave them blank. Ask students: How many of you like
pizzas? Ask students what type of toppings to they like on their pizzas and
write them on the board. Have students look at the different types of
toppings each of them like, and tell them that they will vote which one is their
ultimate favorite. Tally the numbers next to the topping. Now have students
give you the amount of students in the classroom. The total should be 20
students. For each topping, have students figure out what fraction of that
topping do students like, and draw it on the pizza. WHE

2. Explain to students that the end of unit projects is to create their own pizza
recipe that includes four different fractions, two equivalent fractions, and
three word problems. Their projects also must include a legend (key) to
display what toppings theyve chosen for their pizza. W
3. Model project expectations by providing an example of quality work and poor
quality work. W
4. Go over what legends are, and provide several examples using maps and
charts. Have students do a practice by providing a prompt, into their math
journals. Prompt: Draw your home without using words. Use images to
create a key, and explain what the image is using one word. E
5. Students will work on several problem-solving questions to help guide them
when they are writing their own problem solving questions for their project. E
6. Go over what a checklist is. Give students a copy of a checklist, one for the
pizza itself, and another for the writing portion.
7. Review equivalent fractions with students, and have them refer to their math
journals for reference. R
8. Go over keyboarding skills with students using recycled keyboards. Have
them practice placing their fingers in the correct form on the keyboard. Go
over rules when students are using the computers. Have them complete
their final writing using word document and printing it out with font Times
New Roman and size 14-16, big enough to fit on one paper.
9. Students will begin working on project. E
10.
Have students reflect on how fractions are apart of their lives and how
important it is for them to learn it. E-2

Rubric:
*Refer to the culminating project criteria in the performance task section.

Pizza Fractions Project

Your pizza box project will contain two parts, the bottom portion and the top.
Be Creative!
Bottom:
The bottom part of your pizza box should include a medium size pizza (about the
size of paper plate) using various colors of construction paper to represent your
pizza. You will be given different toppings to use for your pizza.

Your pizza should have a total of 8 equal slices (feel free to go beyond 8 slices)
You should represent at least 4 different fractions using the different toppings
for your pizza (for example, 8/8 of my pizza is cheese, of my pizza is peperoni,

3/8 of my pizza has mushrooms, etc.)

Your pizza and toppings should be easily visible in order for peers and I to identify

the fractions youve chosen to represent your pizza.

Use the entire bottom portion for your pizza (your pizza can be no smaller than a
CD disk)

Top:
On the inside of your pizza, your top portion (the lid) should include:

A key that represents each on of the different fractions of your pizza and the

toppings that are included in those fractions

Next to each of the 4 fractions, you must include two equivalent fractions
You must create two word problems using the fractions of your pizza for others to
solve (do not include the answers in the pizza. Have your answers on an index card

that could be ready to use when other students try to answer your word problems).
Your information should all be typed out, but your drawings must be done by hand
and colored neatly.

Lesson 5: Final Assessment on Fractions

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.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
3.NF.A.3 Explain equivalence of fractions in special cases, and compare
fractions by reasoning about their size.
3.NF.A.3a Understand two fractions as equivalent if they are the same size,
or the same point on a number line.
3.NF.A.3b Recognize and generate simple equivalent fractions, e.g., =2/4,
4/6=2/3). Explain why the fractions are equivalent, e.g., by using visual
fraction model.
Materials:

Pencil & eraser

Activity:
1. Review and provide examples for each portion of the test: basic fractions,
fractions on number line, and equivalent fractions. R
2. Have students take final assessment individually. E

Rubric:
ME
I answered all
the questions
with
accuracy.

MP
I answered
most of the
questions
with
accuracy.

DP
I answered
some of the
questions
with
accuracy.

WB
I answered
below two
questions
with
accuracy.

All my
answers are
written in
complete
sentences
and have
written more
than four
sentences to
explain my
answer.

Most of my
answers are
written in
complete
sentences
and have
written more
than four
sentences to
explain my
answer.

Some of my
answers are
written in
complete
sentences
and have
written more
than four
sentences to
explain my
answer.

I labeled all
my drawings.

I labeled
most of my
drawings.

I labeled
some of my
drawings.

Less than two

of my
answers are
written in
complete
sentences
and have
written more
than four
sentences to
explain my
answer.
I labeled only
a few to none
of my
drawings.

Name:

Date:

Fraction Assessment
Write the value of the shaded area of each image below:

Read the word problem and answer the question:

Cake for Me and You

Pizza Parlor Party

Among Friends

Elise made a cake for

her teachers birthday.
She cut the cake into
the six equal slices. She
ate a piece, her teacher
ate a piece and the
principal ate a piece.
Draw the cake below to
show how much of the
cake had been eaten.

Sam was making an

extra large pizza. Half
of the pizza had only
sauce and cheese. One
fourth of the pizza had
sauce, cheese, and
sausage. The final
fourth of the pizza had
sauce, cheese, and
peperoni. Draw the
pizza below.

Micahs Smarties bag

had 12 candies. He split
the bag up between
himself AND three
friends. Draw the bag
of Smarties below and
show how many
Smarties each friend
got.

What fraction of the

cake had been eaten?
(label your numerator and
denominator)

If the pizza was split

into eight equal slices,
how many slices would
have only sauce and
cheese?

What fraction of the bag

of Smarties did he give
each friend?

Write the missing fraction on each number line. Place a star above the
benchmark on each number line.
d
0
5/6

1/6

2/6

3/6

1/5

3/5

4/5

Starting at 0 and ending at 1, label the number line below. Identify the
location of the fraction marked by a circle on the line.

Use the number line below to show the approximate location of the following
1
1
3
fractions:
,
,
3
2
4

Determine whether or not the models below show equivalent fractions.

Explain why or why not.
1
2

1
2

Are there any equivalent fractions represented by the above model?

Explain why they are or are not equivalent.

1
8

1
8

1
8

1
8

1
8

1
8

1
8

Are there any equivalent fractions represented by the above model?

Explain why they are or are not equivalent?

Write each fraction and then determine if they are equivalent.

Are the fractions equivalent?

1
8

Explain your answer:

The two fractions below are equivalent. Explain how this can be, even though
they have a different number of parts in the whole.

Fraction Assessment Answer Key

Write the value of the shaded area of each image below:

4
5

2
4

or 2

1
3

Read the word problem and answer the question:

Cake for Me and You

Pizza Parlor Party

Among Friends

Elise made a cake for

her teachers birthday.
She cut the cake into
the six equal slices. She
ate a piece, her teacher
ate a piece and the

Sam was making an

extra large pizza. Half
of the pizza had only
sauce and cheese. One
fourth of the pizza had
sauce, cheese, and

Micahs Smarties bag

had 12 candies. He split
the bag up between
himself AND three
friends. Draw the bag
of Smarties below and

principal ate a piece.

Draw the cake below to
show how much of the
cake had been eaten.

sausage. The final

fourth of the pizza had
sauce, cheese, and
peperoni. Draw the
pizza below.
Pizza Plain
Sausage

show how many

Smarties each friend
got.

Bag of 12 Smarties
split in FOUR ways (3
Smarties Each)

Pepperoni

What fraction of the

cake had been eaten?
(Label your numerator and
denominator)

3
6

or

1
2

If the pizza were split

into eight equal slices,
how many slices would
have only sauce and
cheese?

What fraction of the bag

of Smarties did he give
each friend?
3/12

4/8
Write the missing fraction on each number line. Place a star above the
benchmark on each number line.
d
0
5/6

1/6

2/6

1/5

3/6

4/6

3/5

2/4

4/5

Starting at 0 and ending at 1, label the number line below. Identify the
location of the fraction marked by a circle on the line.

2/4

3/4

Use the number line below to show the approximate location of the following
1
1
3
fractions:
,
,
3
2
4

1/3

1/2

3/4

Determine whether or not the models below show equivalent fractions.

Explain why or why not.
1
2

1
2

Are there any equivalent fractions represented by the above model? YES.
=2/4
Explain why they are or are not equivalent.
Answers will vary.
1
8

1
8

1
8

1
8

1
8

1
8

1
8

1
8

Are there any equivalent fractions represented by the above model? No.
(Some students may notice that 8/8 = 5/5)
Explain why they are or are not equivalent?
Answers will vary.
Write each fraction and then determine if they are equivalent.

1/3

2/6

Are the fractions equivalent? Yes.

Explain your answer: Answers will vary.

The two fractions below are equivalent. Explain how this can be, even though
they have a different number of parts in the whole.

Answers will vary.