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 strips1

2

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 3rd 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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CCSS-M Interpreting the Fraction Standards

Grade 3 CCSS-M Domain: Number and Operations: Fractions Cluster: Develop understanding of Fractions as Numbers.

Use teacher f riendly language interpret concepts, key terms, or phrases within the standard.

Provide examples of the mathematics in the standard.

Standard: 3 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 the size 1/b.

Standard: 3NF.2a Understand 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.

Standard: 3 NF.2b Understand 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.

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 3rd grade fraction standards from the CCSSM

13

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

0 4

14

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 3rd grade, one in 5th 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 3rd 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