1. Major Work of the Grade Third Grade Dawne Coker and Kitty Rutherford NCCTM Conference 2012

2. Session Agenda Overview of The Major Work of the Grade Exploring: 3rd Grade Fraction Concepts Updates Questions & Answers

3. http://www.ncdpi.wikispaces.net

4. Research Major Work of the Grade NC Educators CCSS Progressions Smarter Balanced Assessment Consortium NC Department of Public Instruction

5. Major Work of the Grade

6. 3 rd Grade Fractions Standards

7. Fractions present abstract and challenging concepts to elementary and middle school children. Students often give up trying to understand and resort to memorizing rules. Difficulties with fractions lead to difficulties with… Percentages Ratios Measurement Decimals In order to help students truly learn fractions, we must first teach a deep understanding of the concept. Then we can teach a skill or procedure.

8. Real world contexts help dispel common misunderstandings and misconceptions Early Experiences

9. Four more friends come along. Show all of the different ways you could equally share a pan of brownies between four people. What fraction of the pan would each person receive? Which is a larger share? 1/6 or 1/2? Which is a larger fraction? Fair Shares six Jamie and Scott decided to share a pan of brownies. Show all of the different ways you could equally share a pan of brownies between two people. What fraction of the pan would each person receive?

10. Fair Shares: Big Ideas

11. Sample 3 rd Grade Fraction Models http://people.usd.edu/~kreins/learningModules/DevelopingFractionConcepts.htm

12. Top Number (numerator): This is the counting number. It counts how many shares or parts we have. It tells how many have been counted. Fraction Symbols Bottom Number (denominator): This tells what is being counted. It tell what fractional part is counted. If the number is 6, we are counting sixths. Teaching Student-Centered Mathematics, by John Van de Walle

13. Representing One 2222 3333 4444 5555 6666 8888 10 12 Fabulous Fractions, AIMS

14. Comparing Fractions: Big Ideas

15. Students often think that fractions with larger denominators are greater in size. Dispelling Misconceptions 1212 1313 1414 1515 1616 1818 1 10 1 12

16. Comparing Fractions Which is larger… or 3 8 4 or 2 5 8 8

17. 1616 3434 5858 1212 10 Comparing Fractions using Benchmark Numbers

18. www.k-5mathteachingresources.com Fractions on a Number Line 3636 2424 4343

19. Third graders focus on equivalent fractions using models or drawings. Equivalent Fractions

20. Paper Folding

21. http://illustrativemathematics.org/illustrations/871 Jon and Charlie plan to run together. They argue about how far to run. Charlie says, I run 3/6 of a mile each day. Jon says, I can only run 1/2 of a mile. Explain why it is silly for them to argue. Draw a picture or a number line to support your reasoning. Reasoning About Equivalences

24. 3-5 Assessment North Carolina Assessment Specifications Summary http://www.ncdpi.wikispaces.net ORhttp://www.ncdpi.wikispaces.net http://www.ncpublicschools.org/docs/acre/assessment/math.pdf Next Generations Sample Forms http://dpi.state.nc.us/accountability/testing/releasedforms Smarter Balanced Assessment Consortium (2014-2015) http://www.smarterbalanced.org/

25. Unpacking Document

26. Third Grade Unit

27. Navigations Alignment

28. Lessons for Learning Selected tasks from the DPI Week-by- Week and Strategies Document rewritten to align to CCSS

29. NCDPI K-5 Math Listserv Send an email to the Listserv to join: join-k-5_math@lists.dpi.state.nc.us

31. DPI Contact Information Kitty Rutherford Elementary Mathematics Consultant 919-807-3934 kitty.rutherford@dpi.nc.gov Johannah Maynor Secondary Mathematics Consultant 919-807-3942 johannah.maynor@dpi.nc.gov Barbara Bissell K – 12 Mathematics Section Chief 919-807-3838 barbara.bissell@dpi.nc.gov Susan Hart K-12 Program Assistant 919-807-3846 susan.hart@dpi.nc.gov http://www.ncdpi.wikispaces.net