CCSS-M: Fractions Part 2

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CCSS-M Fractions Part 2
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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.

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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.

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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?

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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?

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Fractions Composed of Unit Fractions

• Fold your fraction strip to show
• How do you see this fraction as unit fractions?

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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).

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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?

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Extension of Unit Fraction Reasoning

• Julene hiked 3/8 of the way around Devils 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.

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Extension 2

• Ingrid and Tamela each have a garden. The gardens
  are the same size. 5/6 of Ingrids garden is
  planted with corn. 7/8 of Tamelas 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.

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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.

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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?

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Lets 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.

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Standards for Mathematical Practice