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Grade Three:Fractions
Unit 7 Finding Fair Shares
Let’s Start with some MATH!
If the whole square is equal to 1, label each part with the appropriate fraction
What makes work with fractions so difficult for
students? (p. 109)
Overview of our Sessions
1. Investigation 1: Sharing Brownies
2. Investigation 2: Many Ways to Make a Share
3. CMS Unit: Fractions on a Number Line
One Brownie to Share
Take 1 brownie. How can you cut the brownie so that two
people can have equal shares?
Fraction Notation
What would you call the share of the brownie that one person gets?
This piece is _____ of the whole. What does the number on the top stand for? What does the number on the bottom stand for?
Fraction Notation
Read Math Note 3: Vocabulary on page 25Turn and Talk: What is most important here?
Sharing Brownies
Using the sheet of large brownies, create the“fair shares” on the activity sheet.
SAB 1-2
Key Discussion: Are your shares equal?
Making Fair Shares – Key Discussion
Are these shares equal? How do you know? How could you prove
it?
Why focus on “fair” shares?
¼
1/3
Common Core State Standards
What standards are evident in this lesson?
How can I ensure that this lesson is about mathematics and not about coloring?
Making Fraction Sets
-Get with a partner and take 5 sheets of the same color paper
-Fold into equal pieces, then draw lines to separate them
-Label each piece with the fraction name
-Cut into equal pieces1st sheet: 2 equal pieces2nd sheet: 4 equal pieces3rd sheet: 8 equal pieces4th sheet: 3 equal pieces5th sheet: 6 equal pieces
discuss the difference between the two ways to make sixths and how to prove they are equal
Aarrgghh, I know some of my students…
What challenges may arise as students create fraction sets?
What can you do that will not interfere with student learning?
Smallest to Largest
½14
True or False?
“The Smaller the Denominator, the _________ the fraction”
1 or 1 7 5
3 Or 4 7 5
A student’s fraction models
What do you know about Billy’s understanding of fractions based on his models?
Common Core State Standards
What standards are evident in this lesson?
How can I ensure that this lesson is about mathematics and not about coloring?
Make a new set of fraction cards with one piece missing
You will need 5 sheets of paper.1.Fold one paper into fourths. 2.Cut away 1 piece. Label it ¼. 3.Label the remaining piece ¾. 4.Continue until you have made representations for all of these fractions:
NO Common Denominators!
Which is larger
5/6 or 7/8
NO Common Denominators!
Which is larger, 5/6 or 7/8
Many Ways to Make a Whole
With your partner, find different ways to make a whole.
Record on FRACTION FACTS Chart
Common Core State Standards
Do 3rd Graders need to add fractions with unlike denominators in the Common Core?
Do they need to add fractions at all?
Why keep this lesson?
Sharing Seven Brownies
Imagine there are sevenbrownies to share equallyamong four people. Abouthow many brownies do youthink each person will get?
Work with a partner to find out exactly how many brownies each person will get.
Record your work on a sheet of paper.
Gallery Walk
What do you notice about our solutions?
Common Core State Standards
Do students need to consider quantities greater than one?
3.MD.4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
Wrap Up
Exit Ticket
Welcome Back!
How’s it going?
