Use the colored paper to fold strips with denominators 2, 3, 4, 6, and 8.  Blue for 2  Green for 3  Yellow for 4  Red for 6  Pink for 8  White for whole  Do not label your strips 1

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Triads  Use your notes to share your findings from your classroom observations › What models did you observe being used in fraction instruction? › In what way were you able to provide support to the teacher around fractions? › What connections to CCSSM did you observe in the classroom? 3

We are learning to…  Understand and use fraction reasoning  Represent fractions on a number line  Analyze 3 rd grade fraction standards from the CCSSM 4

We will be successful when we…  Place fractions on a number line and use unit fraction reasoning to explain why they are placed in that location.  Explain and provide examples to make sense of the cluster statement: › Develop understanding of fractions as numbers. 5

 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? 6

 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? 7

 Arrange the open fraction strips in front of you.  Look at the thirds strip. How do you see the number one (whole) 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). 8

 Fold your fraction strip to show ¾  How do you see this fraction as ‘unit fractions’?  Fold your fraction strips to show 7/4  How do you see this fraction as ‘unit fractions’? 9

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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 ? 11

Jim and Sarah each have a garden. The gardens are the same size. 5/6 of Jim’s garden is planted with corn. 7/8 of Sarah’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. 12

We are learning to…  Understand and use fraction reasoning  Represent fractions on a number line  Analyze 3 rd grade fraction standards from the CCSSM 13

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

 Make connections between number line activity and the standard 3NF2a.  On your Standards Interpretation Sheet rephrase this standard and provide an example. Share with your partner. 15

 On your paper draw a number line from 0 to 1 that shows fourths.  Mark ¾ on your number line.  Explain to your shoulder partner how you marked ¾. 16

On the number line:  Find 5/8 by iteration of unit 1/8 size five times.  (You find a/b by using a iterations of 1/b units 3.NF.2B) 17

 Reflect on how 3.NF.1 and 3.NF2a and 3.NF.2b help students understand fractions as numbers.  Add your understanding to the Standards Recording Sheet 18

 Interview a two students, one in 3 rd grade, one in 5 th grade, and have them ask the following:  What does ¾ mean?  Use the form provided for each student.  Reflection: What did you learn from the interviews? 19

We are learning to…  Understand and use fraction reasoning  Represent fractions on a number line  Analyze 3 rd grade fraction standards from the CCSSM 20

We will be successful when we…  Place fractions on a number line and use unit fraction reasoning to explain why they are placed in that location.  Explain and provide examples to make sense of the cluster statement: › Develop understanding of fractions as numbers. 21

 Identify two major ideas teachers need to understand about fractions as numbers. 22