A Story of Units A Story of Units Grade 5 – Module 3 © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Session Objectives • Examine the development of mathematical understanding across Grade 5 Module 3: Addition and Subtraction of Fractions. • Explore specific lessons to support planning. • Review key mathematical models and instructional strategies to support student understanding. © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Curriculum Overview of A Story of Units © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Agenda Module 3 Overview Lesson Study – Demonstration and Practice • Lessons 1 & 2 • Lessons 3, 4, 6, & 7 • Lessons 8, 9, 11, & 15 Module Review © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Module Overview Students extend their understanding of fraction equivalence and whole number addition and subtraction to add and subtract fractions. Page i. © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Topic A: Equivalent Fractions 4.NF.1, 4.NF.3c, 4.NF.3d Lesson 1 Objective: Make equivalent fractions with the number line, the area model, and numbers. 1 = = 2 Lesson 1, CD, Problem 1, Page 3.A.4. © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Topic A Demonstration: Lesson 1 5 4 = Lesson 1, CD, Problem 4, Page 3.A.6. © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Topic A Practice: Lesson 2 Lesson 2 Objective: Make equivalent fractions with sums of fractions with like denominators. • Browse the CD. • Study Problem 5, on page 3.A.21. Lesson 2, CD, Problem 5. © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Topic A Debrief • How does using the number line as a tool support understanding of fraction equivalence? • How many fractions share the same point on a number line? Lessons 2 Debriefs, page 3.A.22. © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Topic B: Making Units Pictorially Lesson 3 Objective: Add fractions with unlike units using the strategy of creating equivalent fractions. 1 3 1 2 + = Lesson 3, CD, Problem 2, 3.B.7. © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Topic B Demonstration: Lesson 3 2 2 + 5 3 6 10 = + 15 15 = 16 15 = 1 1 15 Lesson 3, CD, Problem 4, 3.B.9. © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Topic B Study: Lesson 4 Lesson 4 Objective: Add fractions with sums between 1 and 2. • Browse through Lesson 4. • Study the student work on page 3.B.25: Problem 1: 2 3 1 2 + = Lessons 4, Problem Set, Question 1, Student Work © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Lesson 4: Debrief L4 Objective: Add fractions with sums between 1 and 2. • • • • How is L4 different from L3? What model was used to solve this problem? How was it helpful? What process was used to rename 7 sixths? Would you use these same questions with fifth grade students? Lesson 4, Student Debrief, Question 1, 3.B.25. © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Topic B Study: Lesson 6 Lesson 6 Objective: Subtract fractions from numbers between 1 and 2. • Browse through Lesson 6. • Study CD, Problem 1 on page 3.B.48 : 1 1 3 1 2 − = Lessons 6, Concept Development, Problem 1 © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Lesson 6: Debrief L6 Objective: Subtract fractions from numbers between 1 and 2. • How are these two solutions the same? Different? Lesson 6, Student Debrief, Problem 1, 3.B.48. © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Topic B Problem-Solving Practice: Lesson 7 L7 Objective: Solve two-step word problems. Shelby bought a 2 ounce tube of blue paint. 𝟐 𝟑 She used ounce to paint the water, 𝟑 𝟓 ounce to paint the sky, and some to paint a flag. After that she has 𝟐 𝟏𝟓 ounce left. How much paint did Shelby use to paint her flag? Solve before you look. Lesson 7, CD, Problem 3, Page 3.B.62. © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Topic B Problem-Solving Practice: Lesson 7 Lesson 7, CD, Problem 3, Page 3.B.62. © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Topic C: Making Like Units Numerically Topic C: Making Like Units Numerically Lesson 8 Objective: Add fractions to and subtract fractions from whole numbers using equivalence and the number line as strategies. 3 1+1 = 4 Lesson 8, Concept Development, Problem 1, Page 3.C.5. © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Topic C Demonstration: Lesson 8 2 3−1 3 2 = 3−1 − 3 2 =2− 3 1 =1 3 Lesson 8, Concept Development, Problem 5, Page 3.C.8. © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Topic C Study: Lesson 9 Lesson 9 Objective: Add fractions making like units numerically. • Browse through Lesson 9. • Study CD, Problem 4 on page 3.C.21 : 2 3 1 4 1 2 + + = Lesson 9, CD, Problem 4, page 3.C.21. © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Participant Practice: Lesson 9 Debrief L9 objective: Add fractions making like units numerically. • What patterns have you observed while finding common units? • What strategies can students use to find common multiples? Lesson 9, Student Debrief of CD, Problem 4, page 3.C.21 © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Topic C Study: Lesson 11 Lesson 11 objective: Subtract fractions making like units numerically. • Browse through Lesson 11. • Study CD, Problem 4 on page 3.C.50 : 3 3 5 − 1 2 2 = Lesson 11, CD, Problem 4, page 3.C.50. © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Participant Practice: Lesson 11 Debrief L11 Objective: Subtract fractions making like units numerically. • How are these three solutions alike? Different? Lesson 11, Student Debrief CD, Problem 4, page 3.C.50. © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Topic D: Problem-Solving Practice, Lesson 15 Topic D: Further Applications Lesson 15 Objective: Solve multi-step word problems; assess reasonableness of solutions using benchmark numbers. Gavin had 20 minutes to do a three3 problem quiz. He spent 9 minutes on 4 4 question 1, and 3 minutes on question 2. 5 How much time did he have left for question 3? Write the answer in minutes and seconds.. Solve before you look. Lesson 15, CD, Problem 4, Page 3.D.34. © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Topic D Problem-Solving Practice: Lesson 15 Lesson 15, CD, Problem 4, Page 3.D.34. © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Summary of Module 3 Topic A: Equivalent Fractions Topic B: Making Like Units Pictorially Topic C: Making Like Units Numerically Topic D: Further Applications 26 © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Biggest Takeaways Turn and Talk: • What’s one big idea in this module? • How does this module progress from concrete to representational to abstract? • What tools are used to enhance and ensure students’ understandings? © 2012 Common Core, Inc. All rights reserved. commoncore.org A Story of Units Biggest Takeaways: Possible Answers What’s one big idea in this module? Like units are needed in order to add and subtract. This is exactly the same as whole numbers: ones with ones, tens with tens, halves with halves. How does this module progress from concrete pictorial abstract? Students folded paper to concretely find like units. Then they drew rectangular models that looked just like the folded paper. Teachers were always recording work. Eventually students were taught how to work abstractly with numbers only. The concepts were applied in story problems. What tools are used to enhance and ensure students’ understandings? The module incorporates pieces of paper for folding, number lines, rectangular models and tape diagrams. © 2012 Common Core, Inc. All rights reserved. commoncore.org