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’?
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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
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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