Grade 3-5 Fraction Development in the Common Core State Standards Wisconsin Mathematics Council,...

Grade 3-5 Fraction Development in the Common Core State Standards

Wisconsin Mathematics Council, Inc.Leading quality mathematics education in Wisconsin

Astrid Fossum, Math Teaching Specialist, Milwaukee Public Schools, fossumag@milwaukee.k12.wi.us

Paige Richards, Elementary Math Specialist,School District of South Milwaukee, Richards.Paige@sdsm.k12.wi.us

Wisconsin Mathematics Council43rd Annual ConferenceGreen Lake, Wisconsin

May 6, 2011

Learning Intentions and Success Criteria

We are learning to recognize the third Standard for Mathematical Practices within a chosen Content Standard and identify those standards within a particular math task.

We will know we are successful when we can articulate how both a Content Standard and a Standard for Mathematical Practices are infused in a math lesson in the classroom.

The Focus of Mathematics

Folding Fraction Strips

Fold fraction strips to represent the following: 

As you fold, discuss with your partner how you know that your fraction strips are accurate.

one whole halves

fourths eighths

thirds sixths

Which is larger? Why?

4/6 or 2/6

1/3 or 1/4

5/6 or 5/8

4/6 or 2/3

4/8 or 4/6

7/8 or 5/6

8/11 or 31/64

Considerations

Equivalent fractionsUnit fractionsFractions with the same denominatorFractions with the same numeratorFraction close to 1Benchmark fractions

Unpacking the Practice Standard

1. Construct viable arguments and critique the reasoning of others.

Individually read the practice standard? – “I have a question about this.”* - “This makes sense to me.”

With your group, discuss questions and highlight key ideas in this standard.

Linking Practice to the Classroom

What would this practice look like in a classroom?

Students would be…

Teachers would be…

Looking at a Cluster of Content Standards

Domain: Number and Operations: Fractions

Cluster: Gr 3: Develop understanding of fractions as numbers.Gr 4: Extend understanding of fraction equivalence and ordering.Gr 5: Use equivalent fractions as a strategy to add and subtract fractions

Standard example: 3.NF.1

Unpacking the Content Standard

Individually read the standard

? – “I have a question about this.”

* - “This makes sense to me.”

With your group, discuss questions and highlight key ideas in this standard.

What did we see?

What did you as students do to bring the standards alive?

What did the facilitators as teachers do to bring the standards alive?

What else might you as teachers in your classroom do to bring the standards alive?

What other practices did you see?

Learning Intentions and Success Criteria

We are learning to recognize the third Standard for Mathematical Practices within a chosen Content Standard and identify those standards within a particular math task.

We will know we are successful when we can articulate how both a Content Standard and a Standard for Mathematical Practices are infused in a math lesson in the classroom.

Thank you!

Astrid Fossum fossumag@milwaukee.k12.wi.us

Paige Richards Richards.Paige@sdsm.k12.wi.us