3-N-3-1

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).