1. Set Model Unit of Study 4 : Understanding Fractions Global Concept Guide: 2 of 3

2. Content Development  In the following lessons students will be exploring fractions as a set or a group.  What is most important is that students see the group as a whole. Each item in the group may be a part or there may be subgroups that are considered part of the whole.  Omit Go Math! lessons 7.7, 7.8, 7.9, 7.10  Ask questions about the parts remaining and parts missing from the set.

3. Day 1  The focus of Day 1 is identifying the relationship between the numerator and the denominator in the set model.  Sample Task: Sets in the real world  How many students are in the class?  What fraction represents the number of girls in the class?  What fraction represents the number of boys in the class?  What fraction represents the number of students in uniform today?  What fraction represents the number of students wearing pants? Not wearing pants?  Next, have each table come up with a fraction that represents something about the people at the table.

4. Day 1  Misconception Alert: The child doesn’t recognize the entire set of animals as a whole unit. He compares the 2 cats in the set to the 4 dogs and incorrectly identifies two fourths of the animals as cats. (Math Misconceptions, 2010, p. 36)

5. Day 2  The focus of Day 2 is using the set model to represent fractional amounts.  Students should be exposed to sets where the whole is clearly defined (examples: egg cartons, crayon packs, muffin pans, students in your class, etc.)  Sample Task: Eggsactly with Fractions (referenced on the GCG)Eggsactly with Fractions

6. Day 3  The focus of Day 3 is using the set model to represent fractional amounts greater than one whole.  Sample Task: Mrs. Olano baked 3 pans of muffins. Her family came over for breakfast. When they left there were only 4 muffins left. What fractional amount of muffin pans did Mrs. Olano’s family eat?

7. Day 3  Misconception Alert: Some students may want to change the name of the pieces by counting all the pieces in all the wholes, this is incorrect. Remind students that fractional pieces are named based on how many parts make up one whole, even if there is more than one whole in the set.  By the end of Day 3 students should be able to:  Understand the relationship between the subset and the whole set (numerator and denominator)  Name fractional representations in word and symbol form  Create a set model based on a given fraction  Represent, name, and identify fractions greater than one using a variety of set sizes.

8. Enrich/Reteach/Intervention  Reteach- Have students work with sets of 4-8 objects initially and generate fractions based on criteria posed. (TE p.313B, Reteach Activity)  Enrich- Give students the table on TE p. 313B and have them create their own farm animal fractions questions based on the information in the table. (Enrich Activity) Have students create a Fraction Museum Exhibit where they bring in a set of objects from home and create fractions that describe the set’s contents.