CCSS-M: Fractions Part 2. Teaching for Understanding We Are Learning To: Examine fractions as numbers using models Understand and use unit fraction reasoning.

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Presentation transcript:

CCSS-M: Fractions Part 2

Teaching for Understanding We Are Learning To: Examine fractions as numbers using models Understand and use unit fraction reasoning Analyze fraction standards from the CCSS in grade 3.

Success Criteria We know we are successful when we can… Clearly explain the mathematical content in 3NF1 and be able to provide examples of the mathematics.

Explore Fractions Strips Why is it important for students to fold their own fraction strips? How does the “cognitive demand” change when you provide prepared fraction strips? Should fraction strips be labeled with numerals?

Focusing on Unit Fractions Fold each fraction strip so you can only see one “unit” of each strip. Arrange these unit fractions from largest to smallest. What conjectures can you make about unit fractions?

Fractions Composed of Unit Fractions Fold your fraction strip to show How do you see this fraction as ‘unit fractions’?

Looking at a Whole Arrange the open fraction strips in front of you. Look at the thirds strip. How do you see the number 1 on this strip using unit fractions? In pairs, practice stating the relationship between the whole and the number of unit fractions in that whole (e.g., 3/3 is three parts of size 1/3).

CCSS 3NF 1 Understand a fraction1/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. How do you make sense of the language in this standard connected to the previous activity?

Extension of Unit Fraction Reasoning Julene hiked 3/8 of the way around Devil’s Lake. Stacy hiked 3/5 of the way around the lake. Who hiked the farthest?  Use fraction strips and reasoning to explain your answer to this question.

Extension 2 Ingrid and Tamela each have a garden. The gardens are the same size. 5/6 of Ingrid’s garden is planted with corn. 7/8 of Tamela’s garden is planted with corn. Who has planted more corn in their garden?  Use fraction strips and reasoning to explain your answer to this question.

Slate Work After your group discusses the answer to the problem, write on your slate the reasoning that you used to explain your answer. Be sure your reasoning is connected to unit fractions and fraction strips.

Extension 3 Silvia ate 1 cupcakes. Eria ate cupcakes. Who ate more?  Use diagrams and words to explain your answer.  What are the student misconceptions?

Let’s Rethink our Journey We know we are successful when we can…  Clearly explain the mathematical content in 3NF1 and be able to provide examples of the mathematics.

Standards for Mathematical Practice 1/03/practices.pdf