ccss-m: fractions part 2
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Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
We are learning to: Represent fractions on a number line Use reasoning strategies to order and
compare fractions Read and interpret the cluster of CCSS
standards related to fractions
Success Criteria: Clearly explain and provide examples for
specific CCSS-M fraction standards
Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
What do you know about a number line that goes from 0 to 4?
0 4
Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
Make connections between activity and the standard 3NF2a.
On your Standards Interpretation Sheet rephrase this standard and provide an example. Share with your partner.
Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
On your slate draw another number line from 0 to 1 that shows fourths. Mark ¾ on your number line.Explain to your shoulder partner how you marked ¾.
0 1
Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
On your Standards Interpretation Sheet rephrase this standard and provide an example. Share with your partner.
Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
Draw two number lines from 0 to 4. Use whole numbers & fractions to show parts on the number line.# line 1 show sequential reasoning# line 2 show proportional reasoning
Is it harder when you have to mark fractions? Why?
Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
On your slate, draw a number line from 0 to 1.
Use proportional thinking to place and on the number line.
4
1
3
1
Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
.
Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
Place the whole fraction strip that represents 0 to 1 on a sheet of paper. Draw a line labeling 0 and 1.
Lay out your fraction strips, one at a time, and make a tally mark on the line you drew. Write the fractions below the tally mark.
Look for patterns to help you decide if two fractions are equivalent.
Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
Which fractions are Which fractions are equivalent? How do you equivalent? How do you know?know?
Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
On your Standards Interpretation Sheet rephrase this standard and provide an example. Share with your partner.Do the same process for 4NF1.
Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
On your slate, provide an example of comparing fractions as described in this standard.
Share with your partner.
Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
More of the same-size parts.
Same number of parts but different sizes.
More or less than one-half or one whole.
Distance from one-half or one whole (residual strategy–What’s missing?)
Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
1.1/4, 1/2, 1/9, 1/5, 1/100
2.3/15, 3/9, 3/4, 3/5, 3/12
3. 24/25, 7/18, 8/15, 7/8
Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
1) Write each fraction on a post it note.
2) Write 0, ½, 1, and 1 ½ on a post it note and place them on the number as benchmark fractions.
3) Taking turns, each person:Places one fraction on the number line& explains their reasoning about the size of
the fraction.
Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
3/8 3/10 6/5
7/47 7/100 25/26
7/15 13/24 17/12
8/3 16/17 5/3
Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
Summarize how you used reasoning strategies to compare and order fractions based on their size.
Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
On your Standards Interpretation Sheet rephrase this standard and provide an example. Share with your partner.
Common Core Leadership in Mathematics ProjectUniversity of Wisconsin-Milwaukee, Summer Institute 2011
Discuss the progression of the standards we did today. Is the progression logical?
Discuss how the standards effect classroom practice. What will need to change?
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