© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Grade 3 – Module 5

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Session Objective Prepare to implement Module 5 by examining mathematical models and instructional strategies in the lessons.

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Curriculum Overview of A Story of Units

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Module Overview Read the descriptive narrative Underline key phrases Circle models that are used in the module

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Progressions and Module 5 Topics

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units End-of-Module Assessment What concepts will students need to master by the end of the module?

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Grade 2-Module 8 -Topic C

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Topic A: Partition a Whole into Equal Parts Grade 3 NF Progressions, Pg. 2

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 1 Concept Development

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 1 Concept Development

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 1 Exit Ticket

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 2 Concept Development 1. There are ____________ equal parts in all. 2. One equal part is called ______________.

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Fold and label strips showing:  Halves  fourths  eighths  thirds  sixths  fifths*  fenths* 1. There are ____________ equal parts in all. 2. One equal part is called ______________.

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 3 Concept Development

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 3 Problem Set

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 4: Represent and identify fractional parts of different wholes. Lesson 4 Concept Development Let’s explore!

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 4 Problem Set

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Turn and Talk: Explain what is meant by “equal parts” from the learning that occurs in Topic A. Why is it important to use a variety of concrete and pictorial models to develop this foundational idea of “equal parts?”

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Topic B: Unit Fractions and their Relation to the Whole Grade 3 NF Progressions, Pg. 3

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 5 Concept Development

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 5 Problem Set, Page 1

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 6 Concept Development

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 6 Problem Set

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 7 Concept Development

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 8 Problem 2 Problem 1

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 8-9 Concept Development Problem 3

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Try the Lesson 8 Problem Set Lesson 8 Problem Set

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Turn and Talk: How does using the number bond help model unit fractions as the basic building blocks of fractions in Topic B?

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Topic C: Comparing Unit Fractions and Specifying the Whole Grade 3 NF Progressions, Pg. 2

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 10 Problem Set

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 11 Concept Development 1 is the same as 1

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 11 Concept Development is less than

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 11 Problem Set

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Exploration! Lesson 12 Concept Development

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 12 Problem Set

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 13 Concept Development

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 13 Problem Set

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Turn and talk: Use the problem above to explain why it’s important to specify the whole in fractions?

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Topic D: Represent and Compare Fractions on Number Line Diagrams Lesson 14 Concept Development

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 14 Problem Set

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 15 Concept Development

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Counting by Unit Fractions Lesson 16 Fluency

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 16 Concept Development and Problem Set 1 2

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Try a problem from Lesson 17 Marcy ran 4 km after school. She stopped to tie her shoelace at 7 fifths km. Then she stopped to switch songs on her iPod at 12 fifths km. Draw a number line showing Marcy’s run. Include her starting and finishing points and the 2 places where she stopped. Lesson 17 Problem Set

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Possible Solution Lesson 17 Student Work

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 18 Concept Development

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 18 Problem Set

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units How is the number line used as a tool to compare fractions? Turn and Talk

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Topic E: Equivalent Fractions

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Equivalent fractions are the same size, but not necessarily the same shape Lesson 20 Concept Development

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 21 Concept Development

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Try problems from Lesson 21 Lesson 21 Problem Set

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 21 Student Work

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 22 Concept Development

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Generate simple equivalent fractions by using visual fraction models and the number line. Lesson 23 Concept Development Group A Interval: 2 – 4 Units: halves and thirds

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 24 Concept Development

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Try the Exit Ticket from Lesson 24 Lesson 24 Exit Ticket

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Possible Solution Lesson 24 Exit Ticket

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 25 Concept Development

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 25 Problem Set

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 26 Concept Development

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 26 Concept Development

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Explain equivalence by manipulating units and reasoning about their size. What happens to the size of the parts when you fold the strip more times? Lesson 27 Concept Development What do you notice about the size of the parts and the number of parts in equivalent fractions?

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Turn and Talk What models do students use to explore equivalent fractions? How do these models help students move from a concrete to pictorial understanding of equivalent fractions?

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Topic F: Compare and Order Fractions and Reason About Their Size

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 28 Concept Development

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Try the Application Problem from Lesson 29 Catherine and Diana bought matching scrapbooks. Catherine decorated 5 ninths of the pages in her book. Diana decorated 5 sixths of the pages in her book. Use a tape diagram to show who has decorated more pages of their scrapbooks. Lesson 29 Application Problem

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Possible Solution Lesson 29 Application Problem Student Work

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 29 Problem Set

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 29 Problem Set > > <

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Try problems from Lesson 29 Lesson 29 Problem Set

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Possible Solutions Lesson 29 Problem Set Student Work

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Turn and Talk When comparing fractions, why is it important that the wholes are the same size? Lesson 29 Debrief

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Lesson 30 Concept Development

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Reflection Turn and Talk: I’m more clear about… I still need to process… I’m looking forward to…

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Key Points In the first half of this module, students extend and deepen Grade 2 practice with equal shares to understanding fractions as equal partitions of a whole. Students use the number line as a tool to develop their understanding of equivalent fractions and to compare and order fractions in the second half of the module.

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Review Session Objective Prepare to implement Module 5 by examining mathematical models and instructional strategies in the lessons.