ccss-m: fractions part 2

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


What do you know about a number line that goes from 0 to 4?

0 4


Make connections between activity and the standard 3NF2a.

On your Standards Interpretation Sheet rephrase this standard and provide an example. Share with your partner.


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


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?


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


.


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.


Which fractions are Which fractions are equivalent? How do you equivalent? How do you know?know?


On your Standards Interpretation Sheet rephrase this standard and provide an example. Share with your partner.Do the same process for 4NF1.


On your slate, provide an example of comparing fractions as described in this standard.

Share with your partner.


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?)


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


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.


3/8 3/10 6/5

7/47 7/100 25/26

7/15 13/24 17/12

8/3 16/17 5/3


Summarize how you used reasoning strategies to compare and order fractions based on their size.


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?

ccss-m: fractions part 2

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