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

CCSS-M: Fractions Part 2

Teaching for UnderstandingWe 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’?

4

3

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 ReasoningJulene 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?

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1

8

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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

http://commoncoretools.files.wordpress.com/

2011/03/practices.pdf