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3-N-3-1

Page history last edited by Tashe Harris 6 years, 7 months ago

3.N.3.1 Read and write fractions with words and symbols.

In a Nutshell

Students have had the opportunity to explore benchmark fractions (halves, thirds, and fourths) in previous years with a focus on equal portions when dividing a whole. Third graders now move to naming fractions.

Student Actions	Teacher Actions
Use models and mathematical representations to justify the name of a fraction. Communicate mathematically with peers by naming the fraction using words and symbols. Demonstrate mathematical reasoning by evaluating the accuracy of others solutions.	Pose purposeful questions to help students recall prior knowledge and justify their thinking. Questions may include: How do we read this fraction correctly? When might we read or write fractions in real life? How can we prove the name of this fraction? Implement tasks that focus on communication. For example: One student orders a pizza with specific fractions of toppings while the other write down the order and uses a drawing/manipulatives to show the order. Use mathematical representations to make connections when reading and writing fractions. For example: Rulers show inches broken down into fourths and halves.
Key Understandings	Misconceptions
Fractions can be represented in multiple formats, such as written or pictorial form. Fractions are observable in the real world. A fraction can have the same value, but look distinctively different.	That the numerator and denominator of a fraction has its value as a whole number. They pronounce fractions with their whole numeral name. For example: 3/4 is pronounced three four or three fours. The numerator is the bottom number or the denominator is the top number. The fraction name is always represented by the shaded portion. The denominator is the amount of leftover pieces. For example: Mikey ate 3 out of the 8 pieces of pizza. What was the fraction of pizza Mikey ate? Students may answer 3/5 (three were eaten, 5 were not eaten).