Please sit at the table color and
number that you selected!
Use your set of FRACTION STRIPS!
• Pink:
whole
• Green:
halves, fourths, eighths
• Yellow:
thirds, sixths, ninths
• Blue:
twelfths
No Labeling
of
Fractions!
Fractions…
Putting the pieces together
Academic Coaches – Math Meeting
March 1, 2013
Beth Schefelker
Bridget Schock
Connie Laughlin
Hank Kepner
Kevin McLeod
From Fraction Strips to the Number Line
• 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.
• Line up the fraction strips under the number line, one
at a time, and mark the equal-sized parts.
• Label the marks with fraction symbols. Don’t forget to
also label fractions such as 0/4 and 4/4.
What observations do you want students to make
about fraction relationships to help them decide if two
fractions are equivalent?
Transitioning from Fractions Strips to a
Number Line
Learning Intentions & Success Criteria
Learning Intention
We are learning to understand the links
between equivalence of fractions and
operations with fractions.
Success Criteria
We will be successful when we can create and
explain standards progressions that show the
interconnectedness of fraction standards.
What mathematical foundations need to be
laid in order for students to be successful with
this standard?
5.NF. Use equivalent fractions as a strategy to add
and subtract fractions.
2. Solve word problems involving addition and
subtraction of fractions referring to the same
whole, including cases of unlike denominators,
e.g., by using visual fraction models or equations
to represent the problem. Use benchmark
fractions and number sense of fractions to
estimate mentally and assess the reasonableness
of answers.
Identifying Coherence in NF
Create a flowchart of standards and
connections
Green: Equivalence of Fractions for grades 3-5
Orange: Addition and Subtraction of
Fractions for grades 3 - 5
Reading the Progressions Document
Equivalence
Read pages 3-6
Stop at…
Adding/Subtracting
Fractions
Adding/Subtracting
Read pages 6 – 7
Stop at…
Multiplication of
Fractions
Read page 10
Read page 10
Identifying Coherence in NF
Revisit your flowchart of standards and
connections, make additions
Green: Equivalence of Fractions for grades 3-5
Orange: Addition and Subtraction of
Fractions for grades 3 - 5
Putting the Pieces Together
Share your flowchart of standards and
connections with a group with the same
table number.
Identify connections or relations across
the charts.
Meanings, Properties, and Uses
How does Zimba’s message validate the
work we’ve been doing?
http://www.youtube.com/watch?v=HMMe8_4s9KE
What mathematical foundations need to be
laid in order for students to be successful with
this standard?
5.NF. Use equivalent fractions as a strategy to add
and subtract fractions.
2. Solve word problems involving addition and
subtraction of fractions referring to the same
whole, including cases of unlike denominators,
e.g., by using visual fraction models or equations
to represent the problem. Use benchmark
fractions and number sense of fractions to
estimate mentally and assess the reasonableness
of answers.
Role As A Coach
As a math coach…
How are you going to support the development
of these ideas within and across grade levels?
How will we ensure that your teachers
understand the role they play in developing and
building the coherence of these ideas?
Learning Intentions & Success Criteria
Learning Intention
We are learning to understand the links
between equivalence of fractions and
operations with fractions.
Success Criteria
We will be successful when we can create and
explain standards progressions that show the
interconnectedness of fraction standards.
Reflection
What might be some strategies to ensure that
your teachers understand the role they play in
developing and building the coherence of these
ideas?
What new insights did you gain
while working with your peers?
Professional Practice
Engage in a coaching conversation with your
teachers around these ideas.
Be prepared to share these experiences with
your peers on April 12th ACM meeting.