1. Transitioning to the Common Core State Standards – Mathematics Pam Hutchison pam.ucdmp@gmail.com

2. Please fill in the lines: First Name ________Last Name__________ Primary Email______Alternate Email_______. School____________District______________

3. AGENDA Fractions Fractions on a Number Line  Naming and Locating  Fractions, Whole Numbers and Mixed Numbers  Comparing  Equivalent Assessing Fractions Stoplighting the Standards

4. Making Math Visible

5. David spent of his money on a game. Then he spent of his remaining money on a book. If he has $20 left, how much money did he have at first? Spending Spree

6. Fractions

7. Fraction Concepts Four children share six brownies so that each child receives a fair share. How many brownies (or parts of brownies) will each child receive?

8. Fraction Concepts Six children share four brownies so that each child receives a fair share. What portion of each brownie will each child receive?

9. Fractions NF.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.

10. Fraction Concepts

11. Illustrative Mathematics The importance of the unit or whole  Naming the whole for the fraction  Implication for instruction

12. So what is the definition of a fraction?

13. Definition of Fraction: Start with a unit, 1, and split it into ___ equal pieces. Each piece represent 1/___ of the unit. When we name the fraction __/__, we are talking about ___ of those 1/___ size pieces.

14. Fraction Concepts

15. Fractions Task - NC Mr. Rogers started building a deck on the back of his house. So far, he finished ¼ of the deck. The fraction of the completed deck is below. Draw 2 pictures of what the completed deck might look like. Use numbers and words to explain how you created your picture.

16. Fraction Task - NC Martha is making a scarf for her sister. Each day she knits 1/6 of a scarf. What fraction of the scarf will be complete after three days? What fraction of the scarf will be complete after six days? How can you use a number line to prove that your answers are correct?

17. Fraction Concepts What fraction of the rectangle is shaded? How might you draw the rectangle in another way but with the same fraction shaded?

18. Fractions on the Number Line

19. Fractions NF.2. Understand a fraction as a number on the number line; represent fractions on a number line diagram. a. 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.

20.  How many pieces are in the unit?  Are all the pieces equal?  So each piece represents 0 1 ●

21.  How far (how many pieces) is the point from 0?  We name that point……. 0 1 5 1 ●

22.  How many pieces are in the unit?  Are all the pieces equal?  So the denominator is  And each piece represents. 0 1 7 ●

23.  How far is the point from 0?  So the numerator is  And the name of the point is …… 0 1 ●

24. Fractions NF.2. Understand a fraction as a number on the number line; represent fractions on a number line diagram. b. 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.

25.  How many pieces are in the unit?  Are all the pieces equal?  So each piece represents 0 1 ●

26.  How far is the point from 0?  How many pieces from 0?  So the name of the point is …. 0 1 ●

27. Definition of Fraction: When we name the point, we’re talking about a distance from 0 of ___ of those ___ pieces. 4

28.  How many pieces are in the unit?  Are all the pieces equal?  So the denominator is and each piece represents 0 1 5 ●

29.  How far is the point from 0?  So the numerator is and the fraction represented is 0 1 3 ●

30. The denominator is So each piece represents The numerator is And the fraction is 0 1 6 5 ●

31. Academic Vocabulary What is the meaning of denominator? What about numerator? Definitions should be more than a location – the denominator is the bottom number They should be what the denominator is – the number of equal parts in one unit

32. Student Talk Strategy: Rally Coach Partner A: name the point and explain Partner B: verify and “coach” if needed  Tip, Tip, Teach Switch roles Partner B: name the point and explain Partner A: verify and “coach” if needed  Tip, Tip, Teach

33. Here is the unit. (SHOW) The unit is split in ___ equal pieces Each piece represents The distance from 0 to the point is ___ of those pieces The name of the point is. Explains – Key Phrases

34. Partner Activity 1

35.  Start with a unit, 1,  Split it into __ equal pieces.  Each piece represents of the unit  The point is __ of those pieces from 0  So this point represents 0 1 Definition of Fraction: 2 7 7 2 ●

36.  Start with a unit, 1,  Split it into __ equal pieces.  Each piece represents of the unit  The pointa is __ of those pieces from 0  So this point represents 0 1 Definition of Fraction: 6 8 8 6 ●

37. Partner A 5. 6. 7. Partner Activity 1, cont. Partner B 5. 6. 7.

38. ||||||||||||||||||  The denominator is …….  The numerator is ………  Another way to name this point? 012 3 3 1

39. ||||||||||||||||||  The denominator is ……..  The numerator is ………  Another way to name this point? 012 3 6 2

40. ||||||||||||||||||  The denominator is ……  The numerator is ………  Another way to name this point? 012 3 5 1 2 3

41. ||||||||||||||||||  The denominator is …..  The numerator is ………  Another way to name this point? 012 3 7 2 1 3

42. 15 ||||||||||||||||||  Suppose the line was shaded to 5.  How many parts would be shaded?  So the numerator would be ……… 012 3

43. 30 ||||||||||||||||||  Suppose the line was shaded to 10.  How many parts would be shaded?  So the numerator would be ……… 012 3

44. Rally Coach Partner A goes first  Name the point as a fraction and as a mixed number. Explain your thinking Partner B: coach SWITCH Partner B goes  Name the point as a fraction and as a mixed number. Explain your thinking Partner A: coach Page 93-94

45. Rally Coach Part 2 Partner B goes first  Locate the point on the number line  Rename the point in a 2 nd way (fraction or mixed number)  Explain your thinking Partner A: coach SWITCH ROLES

46. Rally Coach Partner B 6. 7. 8. Partner A 6. 7. 8.

47. Connect to traditional  Change to a fraction.  How could you have students develop a procedure for doing this without telling them “multiply the whole number by the denominator, then add the numerator”?

48. Connect to traditional  Change to a mixed number.  Again, how could you do this without just telling students to divide?

49. Student Thinking Video Clips 1 – David (5 th Grade) ● Two clips ● First clip – 3 weeks after a conceptual lesson on mixed numbers and improper fractions ● Second clip – 3.5 weeks after a procedural lesson on mixed numbers and improper fractions

50. Student Thinking Video Clips 2 – Background ● Exemplary teacher because of the way she normally engages her students in reasoning mathematically ● Asked to teach a lesson from a state-adopted textbook in which the focus is entirely procedural. ● Lesson was videotaped; then several students were interviewed and videotaped solving problems.

51. Student Thinking Video Clips 2 – Background, cont. ● Five weeks later, the teacher taught the content again, only this time approaching it her way, and again we assessed and videotaped children.

52. Student Thinking Video Clips 2 – Rachel ● First clip – After the procedural lesson on mixed numbers and improper fractions ● Second clip – 5 weeks later after a conceptual lesson on mixed numbers and improper fractions

53. Classroom Connections Looking back at the 2 students we saw interviewed, what are the implications for instruction?

54. Research Students who learn rules before they learn concepts tend to score significantly lower than do students who learn concepts first Initial rote learning of a concept can create interference to later meaningful learning

55. Discuss at Your Tables How is this different from the way your book currently teaches fractions? How does it support all students in deepening their understanding of fractions?

56. Fractions NF3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. c. 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.

57. Compare Fractions Using Sense Making

58. Comparing Fractions A. B.

59. Comparing Fractions B. A. Common Numerator

60. Comparing Fractions A. B. Common Numerator

61. Benchmark Fractions |||||| 0 ½1 How can you tell if a fraction is:  Close to 0?  Close to but less than ½?  Close to but more than ½?  Close to 1?

62. Comparing Fractions B. A. A. B.

63. Fractions NF3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. d. 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.

64. Equivalent Fractions

65. Fractions NF3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. 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.

66. Locate on the top number line. ● 0 1

67. Copy onto the bottom number line. 0 1 ● ●

68. Are the lengths equal? 0 1 ● ●

69. Equivalent fractions can be constructed by partitioning equal fractional parts of a whole into the same number of equal parts. The length of the whole does not change; it has only been partitioned into more equal sized pieces. Since the length being specified has not changed, the fractions that describe that length are equal.

70. 0 1 ● ●

71. CaCCSS Fractions are equivalent (equal) if they are the same size or they name the same point on the number line. (3.NF3a)

72. 0 1 ● ●

73. Locate on the top number line. ● 0 1 Then copy onto the bottom number line. Are the lengths equal?

74. 0 1 ● ●

75. ● ● So 0 1

76. Order Matters! Locate 1 st fraction on number line Duplicate on 2 nd number line “Are they equal?” Split 2 nd number line “Are they equal?” Name point on 2 nd number line So Fraction 1 = Fraction 2

77. Equivalent Fractions Partner Activity 3 – Rally Coach A. Find 3 fractions equivalent to B. Find 3 fractions equivalent to

78. Fraction Families

80. CCSS-M SMARTER Items Fraction Items