Making Fraction Strips
NO LABELING OF FRACTION STRIPS!
1)Pink:
whole
2)Green:
halves, fourths, eighths
3)Yellow:
thirds, sixths, ninths
4)Blue:
twelfths
Fraction Equivalency…Is it
easier than it sounds?
Academic Coaches – Math Meeting
February 1, 2013
Beth Schefelker
Bridget Schock
Connie Laughlin
Hank Kepner
Kevin McLeod
Learning Intention and
Success Criteria
Learning Intention:
We are learning to develop understanding of
fraction as numbers.
Success Criteria:
We will be successful when can explain
equivalence of fractions.
Focusing on Unit Fractions
1)Fold each fraction strip to show the unit
fraction for each strip.
2)Arrange these unit fractions from largest to
smallest.
3)What are some observations you can make
about unit fractions?
Standard 3.NF.1. Unit Fractions
Read 3.NF.1
Complete the standards interpretation guide.
3.NF.1. Understand a fraction 1/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.
Fractions Composed of Unit Fractions
1)Use your fourths strip to show
2)How do you see this fraction as
composed of unit fractions?
3
4
.
Attending to Precision in Language
In pairs, practice using the language of the
standard to describe non-unit fractions.
3
8
0
7
4
8
6
4
3.NF.1. Understand a fraction 1/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.
Number Line as a Linear Model
1)Draw a number line from 0 to 2 that shows
fourths.
2
0
1)Locate the number
5
4
on your number line.
2)Explain to a partner how you decided upon the
placement of this number.
NF Progressions Document
1)What are the CCSSM expectations for number
lines?
2) Read: “The Number Line and Number Line
Diagrams” on page 3 of the Progression
Document.
3) Read: Standard 3.NF.2, parts a and b.
4)With a partner, explain this standard to each
other while referring to your drawing.
Standard 3.NF.2
3.NF.2. Understand a fraction as a number on the number
line; represent fractions on a number line diagram.
a. Represent a fraction 1/b on a number line diagram by
defining the interval from 0 to 1 as the whole and
partitioning it into b equal parts. Recognize that each part
has size 1/b and that the endpoint of the part based at 0
locates the number 1/b on the number line.
b. Represent a fraction a/b on a number line diagram by
marking off a lengths 1/b from 0. Recognize that the
resulting interval has size a/b and that its endpoint locates
the number a/b on the number line.
Fraction Equivalence
Making Sense of Equivalency
Explain why
2
4
is equivalent to
1
2
Use fraction strips or a number line
to explain your reasoning.
Standard 3.NF.3, Parts a, b, & c
3.NF.3. Explain equivalence of fractions in special cases,
and compare fractions by reasoning about their size.
a. Understand two fractions as equivalent (equal) if they
are the same size, or the same point on a number line.
b. Recognize and generate simple equivalent fractions,
e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are
equivalent, e.g., by using a visual fraction model.
c. Express whole numbers as fractions, and recognize
fractions that are equivalent to whole numbers.
Puzzled Penguin
2
My teacher asked me
to show two fractions
that was equivalent to
Is my answer correct?
2
3
3
4
6
6
9
Fraction Equivalencies
Equivalent fractions show
the same size.
Equivalent fractions show
the same point on the
number line.
2
3
15
Making Connections in Classroom
1)Use the fraction strips to make a number line from
0 to 1, so that the whole is the same length as the
whole fraction strip.
2)Line up the fraction strips under the number line,
one at a time, and mark the equal-sized parts.
3)Label the marks with fraction symbols. Don’t forget
to also label fractions such as 0/4 and 4/4.
What are some observations you hope students would
make about fraction relationships to help them decide
if two fractions are equivalent?
How do you know if fractions are equivalent?
Standard 4.NF.1
Explain why a fraction a/b is equivalent to a fraction
(n × a) / (n × b) by using visual fraction models, with
attention to how the number and size of the parts
differ even though the two fractions themselves are
the same size. Use this principle to recognize and
generate equivalent fractions.
Progressions Document
Read the progressions document
Grade 3
Equivalent Fractions
Read pp. 3-4;
study margin notes and
diagrams.
Study standard 3.NF.3.
Grade 4
Equivalent Fractions
Read p. 5;
study margin notes
and diagrams.
Study standard 4.NF.1.
Go back to the interpretation guide to add any more
information you’ve learned from the progressions.
Learning Intention and
Success Criteria
Learning Intention:
We are learning to develop understanding of
fraction as numbers.
Success Criteria:
We will be successful when can explain the
equivalence of fractions.
Reflection
How will the study of the fractions standards
progression and their application to the
classroom help your work with teachers?
If you could choose a Math Practice Standard
for this session, which standard would you
choose and why? Use specific examples to
support your reasoning.
21
Professional Practice
Use the task “Closest to Half” with 2-5 students.
Bring back student work samples
Be prepared to share out
22