### Format

1. The program begins in the Math Lab with Professor Raab receiving a gift that is part of a whole collection.

2. Students generate a number line to keep track of Professor Raab's Collection.

3. Part 1 of the Fraction Hero video is presented. The pizza eating contest with Pizza Pirate leaves us with a question to answer: How can Fraction Hero's 5 slices be greater than Pizza Pirate's 6 slices?

4. Students use hands on tiles to model possible configurations for how the large pizzas were sliced.

5. Students create number lines to envision the slices consumed as part of the whole pie.

6. The two number lines are compared, and instances of Equivalent Fractions are identified on the number lines.

7. The fractions consumed are compared to one-half.

8. Students use multiple number lines to prove Fraction Hero has won the contest.

9. The second part of the Fraction Hero video is shown, resolving, reinforcing, and wrapping up the learning.

10. An informal assessment "Fraction Wars" game show is played comparing fractions using tiles and number lines.

### Objectives

*Among the learning objectives are:*

Recognize and Show That Equivalent Fractions Refer to the Same Point on the Number Line (Lesson 21)

Generate Simple Equivalent Fractions by Using Visual Fraction Models (E.g., Fraction Strips) and the Number Line (Lesson 22)

Explain Equivalence by Manipulating Units and Reasoning About Their Size (Lesson 27)

Compare Fractions with the Same Numerator Pictorially (Lesson 28)

Compare Fractions with the Same Numerator Using <, >, or = and use a Model to Reason About Their Size (Lesson 29)

###
Standards Alignment

#### National Standards

**National** Common Core Standards

3.NF.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

CCSS.Math.Content.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.

CCSS.Math.Content.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.

CCSS.Math.Content.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.

CCSS.Math.Content.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.

#### State Standards

**New York State Learning Standards**

From EngageNY

This program works with Topics E and F of Module 5.

Standards: 3.NF.3a, 3.NF.3b, 3.NF.3c, 3.NF.3d

Among the learning objectives are:

Recognize and Show That Equivalent Fractions Refer to the Same Point on the Number Line (Lesson 21)

Generate Simple Equivalent Fractions by Using Visual Fraction Models (E.g., Fraction Strips) and the Number Line (Lesson 22)

Explain Equivalence by Manipulating Units and Reasoning About Their Size (Lesson 27)

Compare Fractions with the Same Numerator Pictorially (Lesson 28)

Compare Fractions with the Same Numerator Using <, >, or = and use a Model to Reason About Their Size (Lesson 29)