ccss-m: fractions part 2. teaching for understanding we are learning to: examine fractions as...
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![Page 1: CCSS-M: Fractions Part 2. Teaching for Understanding We Are Learning To: Examine fractions as numbers using models Understand and use unit fraction reasoning](https://reader035.vdocument.in/reader035/viewer/2022062407/56649e425503460f94b351f5/html5/thumbnails/1.jpg)
CCSS-M: Fractions Part 2
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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.
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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’?
4
3
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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 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.
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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.
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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?
2
1
8
9
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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.
![Page 14: CCSS-M: Fractions Part 2. Teaching for Understanding We Are Learning To: Examine fractions as numbers using models Understand and use unit fraction reasoning](https://reader035.vdocument.in/reader035/viewer/2022062407/56649e425503460f94b351f5/html5/thumbnails/14.jpg)
Standards for Mathematical Practice
http://commoncoretools.files.wordpress.com/
2011/03/practices.pdf