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K - 4 Fraction Study

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Natasha Nelson

on 3 January 2014

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Transcript of K - 4 Fraction Study

3.NF.A.3a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
Unpacking the Common Core
Our Objectives:
- To read each fraction standard for meaning
- To explore visual models to support instructional practice around fractions
- To determine if and where these standards sit instructionally (Investigations)
- To determine K-4 language and practices that will support these standards
- To suggest digital resources to support your practice
3rd Grade Fractions
3.NF.A.3c Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram
3.NF.A.2a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line
3.NF.A.2b Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line
CCSS.Math.Content.3.NF.A.1 Understand a fraction 1/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
CCSS.Math.Content.3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3.NF.A.3b Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
3.NF.A.3d Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model
Standard 3.NF.A.1
Standard 3.NF.A.2
What does it say?
What needs to happen at each grade level to prepare students for this work?
What are we asking students to do?
Visual Models
Visual Models
What does it say?
What are we asking students to do?
What needs to happen at each grade level to prepare students for this work?
Standard 3.NF.A.3
3.NF.A.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
Visual Models
Begin to think about tools and strategies we can use in the classroom in support of the standards discussed!
Take a look...
What does it say?
What are we asking students to do?
What needs to happen at each grade level to prepare students for this work?
http://katm.org/wp/common-core/
*Only denominators 2, 3, 4, 6, 8
Vocabulary
partition
equal parts
end point
diagram
Keep in mind...
unit fraction
circles, rectangles, squares and number lines
-The sharing of a whole being partitioned.
- Use of area models to show parts of a whole.
- A fraction is a number and a part of a whole.
*Set models (parts of a group) are not addressed
- Partition wholes into equal parts.
- Understand the relationship between each part of that whole.
- Build fractions from unit fractions.
- Identify and distinguish between the role of the numerator and the denominator.
?
- The number line used as a diagram to find numbers between a whole.
- Use linear models to label or identify unit fractions.
segments
- Justify the location of fractions relative to its endpoint.
- Identify each segment of the fraction and its relationship to the whole.
?
http://www.thinkingblocks.com/
- In comparing fractions, it is important to look at the size of the parts and the number of parts.
- Determine equivalence using a visual fraction model
equivalence
- Represent whole numbers as fractions a/1.
- Comparisons are only valid if the wholes are identical.
- If a fraction has the same denominator, the underlying unit fractions are the same size so the fraction with the greater numerator is greater because it is made of more unit fractions.
- Explain equivalence using visual fraction models.
- Write whole numbers as fractions (3/1 as 3 wholes divided in one group).
?
interval
- Knowledge of the denominator as the number of parts that a whole is divided into in order to explain why a denominator of 1 indicates whole
3/1
3.NF.A.3c Contextualized
If 6 brownies are shared between 2 people, how many brownies would each person get?
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