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3-N-3-2

Page history last edited by Tashe Harris 6 years, 2 months ago

3.N.3.2 Construct fractions using length, set, and area models.

In a Nutshell

Third graders have begun to develop a foundation for fractions by constructing the idea of fractional parts of the whole - the parts that result when the whole has been partitioned into equal-sized portions or fair shares. With this knowledge they will be able to make a representation of given fractions in multiple formats.

Student Actions	Teacher Actions
Use models to accurately recreate fractions in different formats. Communicate mathematically with peers to justify the fraction representation they created. Make conjectures as they compare fraction representations and justify whether they both describe the same fraction. For example: Does the rectangle and set of circles both represent ½?	Pose purposeful questions to help students recall prior knowledge and justify their thinking. Questions may include: When might you need to draw/make a fraction in real life? How can you describe your fraction representation? Elicit student thinking as they recreate fractions in different ways and challenge them to come up with their own ideas.
Key Understandings	Misconceptions
Fractions can be represented in more than one format. There are real world situations where fractions may be used.	Fractions represented in different formats will have different values. The numerator and denominator can be switched and have the same value. 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). Fractions are always constructed the same way.