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Making Fraction Strips

Making Fraction Strips. 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 strips. Every Fraction Has Its Home. MTL Meeting March 2012 Lee Ann Pruske Beth Schefelker

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Making Fraction Strips

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  1. Making Fraction Strips 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 strips

  2. Every Fraction Has Its Home MTL Meeting March 2012 Lee Ann Pruske Beth Schefelker Connie Laughlin Hank Kepner

  3. Homework 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?

  4. Learning Intention We are learning to… • Understand and use fraction reasoning • Represent fractions on a number line • Analyze 3rd grade fraction standards from the CCSSM

  5. Success Criteria 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.

  6. Explore Fraction Strips • 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?

  7. Focusing on Unit Fractions • 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?

  8. Looking at the Whole • 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).

  9. Fractions Composed of Unit Fractions • 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’?

  10. Standards Recording Sheet

  11. CCSS 3.NF.1 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?

  12. How does your garden grow? 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.

  13. Learning Intention We are learning to… • Understand and use fraction reasoning • Represent fractions on a number line • Analyze 3rd grade fraction standards from the CCSSM

  14. Number Line Model What do you know about a number line that goes from 0 to 4? 0 4

  15. Standard 3.NF.2a • 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.

  16. 0_____________________1 • 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.

  17. Fractions as numbers: Partitioning into unit fractions 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)

  18. Develop understanding of fractions as numbers • 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

  19. Homework- Student Interview • 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?

  20. Learning Intention We are learning to… • Understand and use fraction reasoning • Represent fractions on a number line • Analyze 3rd grade fraction standards from the CCSSM

  21. Success Criteria 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.

  22. Feedback Question • Identify two major ideas teachers need to understand about fractions as numbers.

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