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*Plomo ALANA ALANA Plomo ALANA ALANA Gioseppo Gioseppo Gioseppo ALANA Gioseppo Gioseppo ALANA Plomo Plomo Plomo Plomo Gioseppo Gioseppo*

*Plomo Plomo Gioseppo Plomo Gioseppo Gioseppo ALANA Gioseppo Plomo ALANA Plomo Gioseppo ALANA ALANA ALANA Gioseppo Plomo ALANA Gioseppo*

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The Situation

The Challenge(s)

- How can we tell where to cut the butter so you have 1/3 of a cup?
- How can we tell where to cut the butter so you have 1/2 of a cup?
- How can we tell where to cut the butter so you have 2/4 of a cup?
- How can we tell where to cut the butter so you have 1/8 of a cup?
- How can we tell where to cut the butter so you have a whole cup?
- How can we tell if 1/3 of a cup is more than 1/4 of a cup?
- How can we tell if 1/3 of a cup is more than 1/2 of a cup?

Question(s) To Ask

- What is a guess that is too small?
*Plomo Gioseppo Gioseppo ALANA ALANA Gioseppo Gioseppo ALANA Plomo Gioseppo Gioseppo ALANA Plomo Plomo ALANA Gioseppo ALANA Plomo Plomo*What is a guess that is too big?- What is your best guess?

**Plomo Plomo ALANA ALANA ALANA Gioseppo ALANA Gioseppo Gioseppo Gioseppo ALANA Gioseppo Plomo Plomo Plomo Plomo Gioseppo ALANA Gioseppo**Consider This

Begin by showing students the image below:

If students are having significant trouble finding 1/3 of a cup and you wish to scaffold the activity, you can ask them to find 1/2 of a cup first. The image below has the “1/2 cup” on the image but the “1/3 cup” is still missing.

Finally, when they are ready for the reveal, here is the original image:

It may be useful for students to have a template with the same scale for comparison purposes so I have included a PDF of the template below when you click on the “Download files” button.

**Gioseppo Gioseppo ALANA ALANA Plomo Gioseppo Plomo Plomo Plomo ALANA Gioseppo ALANA ALANA Gioseppo Plomo ALANA Gioseppo Plomo Gioseppo**

What You'll Need

- Plomo Gioseppo Plomo Plomo ALANA ALANA Plomo ALANA Plomo ALANA Gioseppo Gioseppo Gioseppo Gioseppo ALANA Gioseppo Plomo Gioseppo ALANA A stick of butter

- Two sticks of butter side by side (to illustrate what a whole cup looks like)

Teacher Work

Content Standard(s)

- Blue by Ink Bobby Salamander Lurchi 8CHqw646x 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/.**Plomo Gioseppo ALANA Gioseppo ALANA ALANA Gioseppo Plomo ALANA Gioseppo Plomo Gioseppo Gioseppo ALANA ALANA Plomo Plomo Gioseppo Plomo**b - CCSS 3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
- CCSS 3.NF.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. - CCSS 3.NF.2b Represent a fraction
*a*/*b*on a number line diagram by marking off a lengths 1/*Plomo Plomo ALANA Gioseppo ALANA ALANA Plomo Gioseppo Plomo Gioseppo ALANA Gioseppo Plomo ALANA Gioseppo ALANA Gioseppo Plomo Gioseppo b*from 0. Recognize that the resulting interval has size*a*Rose negro Ante Fifillotte charol negro Georgia t6fwd0tRq/and that its endpoint locates the number**Gioseppo Plomo ALANA ALANA Plomo Plomo Gioseppo Gioseppo Plomo Gioseppo Gioseppo Plomo ALANA ALANA ALANA ALANA Gioseppo Plomo Gioseppo**b*a*/*b*on the number line. - CCSS 3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
- CCSS 3.NF.3a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
- CCSS 3.NF.3b 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 3.NF.3c 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 3.NF.3d 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.

Source(s)

- Ralph’s butter

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Gioseppo Plomo Plomo ALANA Gioseppo Gioseppo ALANA ALANA Gioseppo Gioseppo Gioseppo ALANA Plomo ALANA Plomo Gioseppo Plomo Plomo ALANAPingback: Mr. Jones’ 3rd and 4th Grade Math Filing Cabinet | The Math Lab @ Room 27I am planning on using this butter activity as an opening question to a linear equation lessons in culinary. After asking the students I will have them plug in the values of (0,0) , (4 tbsp to 1/4 cup), (8 tbsp to 1/2 cup) and do a linear regression in Desmos. However, using the linear model will result in 5.33 tbsp to a 1/3 cup, while the label shows that its past 6 tbsp. I think this can lead to confusion?

Thanks!

Hi Thea. I think I understand where the confusion is. Yes, the marking for 1/3 of a cup is between 5 tablespoons and 6 tablespoons. You may be making the assumption that this means it is more than 6. To me, I assume that it is 5 full tablespoons and 1/3 of the 6th tablespoon. So, the label and the regression match up.

That being said, it does look like the line on the label is closer to 5 1/4 tablespoons instead of 5 1/3 tablespoons, so there is an issue there.

The label does show 5 and 1/3 Tbsp. The line is 1/3 of the way through the 6th Tbsp. not all the way through the 6.