Grade Three: Fractions Unit 7 Finding Fair Shares

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Grade ThreeFractionsUnit 7 Finding
Fair Shares
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(No Transcript)
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Lets Start with some MATH!
If the whole square is equal to 1, label each
part with the appropriate fraction
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What makes work with fractions so difficult
for students? (p. 109)
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Overview of our Sessions

• Investigation 1 Sharing Brownies
• Investigation 2 Many Ways to Make a Share
• CMS Unit Fractions on a Number Line

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One Brownie to Share

• Take 1 brownie. How can you cut the brownie so
  that two people can have equal shares?

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Fraction Notation

• What would you call the share of the brownie that
  one person gets?
• This piece is _____ of the whole. What does the
  number on the top stand for? What does the
  number on the bottom stand for?

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Fraction Notation

• Read Math Note 3 Vocabulary on page 25
• Turn and Talk What is most important here?

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Sharing Brownies

• Using the sheet of large
• brownies, create the
• fair shares on the
• activity sheet.
• SAB 1-2

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Key Discussion Are your shares equal?
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Making Fair Shares Key Discussion

• Are these shares equal? How do you know? How
  could you prove it?

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Why focus on fair shares?
1/3
¼
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Common Core State Standards

• What standards are evident in this lesson?
• How can I ensure that this lesson is about
  mathematics and not about coloring?

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Making Fraction Sets

• -Get with a partner and take 5 sheets of the same
  color paper
• -Fold into equal pieces, then draw lines to
  separate them
• -Label each piece with the fraction name
• -Cut into equal pieces
• 1st sheet 2 equal pieces
• 2nd sheet 4 equal pieces
• 3rd sheet 8 equal pieces
• 4th sheet 3 equal pieces
• 5th sheet 6 equal pieces

discuss the difference between the two ways to
make sixths and how to prove they are equal
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Aarrgghh, I know some of my students

• What challenges may arise as students create
  fraction sets?
• What can you do that will not interfere with
  student learning?

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Smallest to Largest

½
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True or False?

• The Smaller the Denominator, the _________ the
  fraction
• 1 or 1
• 7 5

3 Or 4 7 5
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A students fraction models

• What do you know about Billys understanding of
  fractions based on his models?

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Common Core State Standards

• What standards are evident in this lesson?
• How can I ensure that this lesson is about
  mathematics and not about coloring?

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• Make a new set of fraction cards with one piece
  missing
• You will need 5 sheets of paper.
• Fold one paper into fourths.
• Cut away 1 piece. Label it ¼.
• Label the remaining piece ¾.
• Continue until you have made
• representations for all of these fractions

1 2
1 6
5 6
1 4
3 4
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NO Common Denominators!

• Which is larger
• 5/6 or 7/8

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NO Common Denominators!

• Which is larger, 5/6 or 7/8

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Many Ways to Make a Whole

• With your partner, find different ways to make a
  whole.
• Record on FRACTION FACTS Chart

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Common Core State Standards

• Do 3rd Graders need to add fractions with unlike
  denominators in the Common Core?
• Do they need to add fractions at all?
• Why keep this lesson?

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Sharing Seven Brownies

• Imagine there are seven
• brownies to share equally
• among four people. About
• how many brownies do you
• think each person will get?
• Work with a partner to find out exactly how many
  brownies each person will get.
• Record your work on a sheet of paper.

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Gallery Walk

• What do you notice about our solutions?

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Common Core State Standards

• Do students need to consider quantities greater
  than one?
• 3.MD.4. Generate measurement data by measuring
  lengths using rulers marked with halves and
  fourths of an inch. Show the data by making a
  line plot, where the horizontal scale is marked
  off in appropriate units whole numbers, halves,
  or quarters.

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Wrap Up
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Exit Ticket
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Welcome Back!

• Hows it going?