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Grades 3, 4 and 5

Common Core Standards Mathematics. Grades 3, 4 and 5. Number and Operations - Fractions. Grade 4 Extend understanding of fraction equivalence and ordering Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

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Grades 3, 4 and 5

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  1. Common Core Standards Mathematics Grades 3, 4 and 5 Number and Operations - Fractions • Grade 4 • Extend understanding of fraction equivalence and ordering • Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. • Understand decimal notation for fractions, and compare decimal fractions. • Grade 3 • Develop understanding of fractions as numbers • Grade 5 • Use equivalent fractions as a strategy to add and subtract fractions. • Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

  2. Common Core Standards Mathematics Grades 6 and 7 Number and Operations - Fractions • Grade 6 • Apply and extend previous understandings of multiplication and division to divide fractions by fractions. • Grade 7 • Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

  3. Cognitive Demand Spectrum Memorization Procedures Without Connections to understanding, meaning, or concepts Procedures With Connectionsto understanding, meaning, or concepts Doing Mathematics Tasks that require engagement with concepts, and stimulate students to make connections to meaning, representation, and other mathematical ideas Tasks that require memorized procedures in routine ways

  4. Reflection • Learning • Where would you place the activities from the breakout group in the cognitive level spectrum? • How did these activities expand your understanding of fractions? • How can the number line support the conceptual understanding of all numbers? • Teaching • In this transition period, how can we support teachers to shift and expand their understanding and use of fractions in the classroom? • How can we support ALL students in mathematics instruction with high cognitive demand tasks?

  5. Contact Information April Cherrington: acherrington@smcoe.k12.ca.us Joan Easterday: jeasterday@scoe.org Susie W. Hakansson: shakans@ucla.edu

  6. Links CaCCSS-M Task Force Materials: http://caccssm.cmpso.org California Mathematics Project: http://www.cmpso.org

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