1. Fractions Unit of Study 12: Critical FCAT Review Areas Global Concept Guide: 3 of 3

2. Content Development  When creating the Critical FCAT Review, we identified the areas third grade students have previously struggled. Utilize current formal (Form 2 and Mock FCAT) and informal data when making instructional decisions. You may see other areas to address or choose to place higher emphasis on other topics based on your students’ data.  Please note the reporting categories and the weight each category holds on the FCAT. Numbers: Operations, Problems, and Statistics50% Geometry and Measurement30% Fractions20%

3. Content Development  Make sure all problems are introduced in a real world context as this will be the format used on FCAT.  Fractions greater than 1 and mixed numbers should be included in all lessons and activities.  Students will still need to rely on a wide variety of models to conceptually understand fractions. They may still need manipulatives, so allow them to continue using manipulatives but gradually progress them to more pictorial representations.

4. Content Development  Encourage students to create rectangular representations of fractions rather than circular ones. Students can be more precise when dividing a rectangle.  Represent fractions on number lines frequently. This will help students to compare and order fractions and it connects to the concept of measurement.  Students should understand the relationship between the fractional part and the whole (numerator and denominator).  Students need to be able to name and write fractions. They should be able to say one third and write 1/3

5. Content Development  With the set model students need to see the group as a whole. Each item in the group may be a part or there may be subgroups that are considered part of the whole.  Students need to be exposed to problems were parts are remaining and parts are missing from a set. Example: Bill has yellow and blue balloons. 3/10 of his balloons are yellow. What fraction of his balloons are blue?  Misconception Alert: Students often do not look at the whole when looking at a set. They may see the red counters in the following set as 2/4 rather than 2/6.

6. Content Development  Students also need to have opportunities to see sets that are greater than one.  Students need to be exposed to open number lines. They need to see number lines that do not start at 0.  Students need to compare fractions using benchmark fractions, 0, ½, and 1.  Students need to be able to compare fractions with like denominators and fractions with like numerators.  Do teach tricks for students to find equivalent fractions. If they do not understand why the trick works conceptually they will not be able to apply it to real world problems like those on the FCAT. NOT

7. Differentiation Reteach Group Several Lesson Ideas are provided within this GCG. Suggestions are made below on how each can be used within the classroom. Review each activity and choose the one that fits best with your students. The below lessons are suggested for the Reteach group.  Pattern Block Fractions (Reteach and Core) Pattern Block Fractions  Comparing Fractions with Brownies (Reteach and Core) Comparing Fractions with Brownies  It’s All About the Whole (Reteach and Core) It’s All About the Whole  Fun with Pattern Block Fractions (Reteach, Core, and Enrich) Fun with Pattern Block Fractions  Fun with Fractions (Reteach, Core, and Enrich) Fun with Fractions  The Fraction String (Reteach and Core) The Fraction String  Eggsactly with Fractions (Reteach, Core, and Enrich) Eggsactly with Fractions  Fishin’ For Fractions (Reteach, Core, and Enrich) Fishin’ For Fractions  Wipe Out! (Reteach and Core) Wipe Out!  Logic Riddles (Reteach and Core) Logic Riddles

8. Differentiation Core Group Several Lesson Ideas are provided within this GCG. Suggestions are made below on how each can be used within the classroom. Review each activity and choose the one that fits best with your students. The below lessons are suggested for the Core group.  Go Math! Big Idea Project 2: The Skateboard Designer– Florida Benchmark Practice Book TE p. 158-159, SE p. 319-322 (Core and Enrich)The Skateboard Designer  Pattern Block Fractions (Reteach and Core) Pattern Block Fractions  Comparing Fractions with Brownies (Reteach and Core) Comparing Fractions with Brownies  It’s All About the Whole (Reteach and Core) It’s All About the Whole  Fun with Pattern Block Fractions (Reteach, Core, and Enrich) Fun with Pattern Block Fractions  Fun with Fractions (Reteach, Core, and Enrich) Fun with Fractions  The Fraction String (Reteach and Core) The Fraction String  Eggsactly with Fractions (Reteach, Core, and Enrich) Eggsactly with Fractions  Fishin’ For Fractions (Reteach, Core, and Enrich) Fishin’ For Fractions  Wipe Out! (Reteach and Core) Wipe Out!  Logic Riddles (Reteach and Core) Logic Riddles

9. Differentiation Enrich Group Several Lesson Ideas are provided within this GCG. Suggestions are made below on how each can be used within the classroom. Review each activity and choose the one that fits best with your students. The below lessons are suggested for the Enrich group.  Go Math! Big Idea Project 2: The Skateboard Designer–The Skateboard Designer Florida Benchmark Practice Book TE p. 158-159, SE p. 319-322 (Core and Enrich)  Fun With Pattern Block Fractions (Reteach, Core, and Enrich) Fun With Pattern Block Fractions  Fun with Fractions (Reteach, Core, and Enrich) Fun with Fractions  Eggsactly with Fractions (Reteach, Core, and Enrich) Eggsactly with Fractions  Fishin’ For Fractions (Reteach, Core, and Enrich) Fishin’ For Fractions