Fractions: Teaching with Understanding Part 4

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Presentation transcript:

Fractions: Teaching with Understanding Part 4

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

Compare Fractions by Reasoning about their Size 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?) Write the strategy in your notebook and give an example of what this means.

Ordering Fractions 1/4, 1/2, 1/9, 1/5, 1/100 3/15, 3/9, 3/4, 3/5, 3/12 24/25, 7/18, 8/15, 7/8

Ordering Fractions Write each fraction on a post it note. Write 0, ½, 1, and 1 ½ on a post it note and place them on the number as benchmark fractions. Taking turns, each person: Places one fraction on the number line & explains their reasoning about the size of the fraction.

Ordering Fractions 3/8 3/10 6/5 7/47 7/100 25/26 7/15 13/24 17/12 3/8 3/10 6/5 7/47 7/100 25/26 7/15 13/24 17/12 8/3 16/17 5/3 7/100, 7/47, 3/10, 3/8, 7/15, 14/30, 13/24, 16/17, 25/26, 6/5, 11/9, 5/3, 17/12, 8/3

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

Standard 3NF3d & 4NF2 On your slate, provide an example of comparing fractions as described in this standard. Share with your partner.

Standard 3NF3d & 4NF2 On your Standards Interpretation Sheet rephrase this standard and provide an example. Share with your partner.

Translating the Standards to Classroom Practice 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?