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1-N-3-2

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

1.N.3.2 Partition (fair share) sets of objects into equal groupings.

In a Nutshell

First grade students begin to understand that the whole is made up of several objects and that subsets of the whole make up fractional parts. Students will be expected to take a group of objects and equally distribute them (partition) into two or more groups. For example, a student can distribute a group of 12 items equally among 3 friends.

Student Actions	Teacher Actions
Develop a deep and flexible conceptual understanding as students identify how to equally share a set of objects. For example, you have 12 cookies and 3 friends, how many would each friend get? Develop mathematical reasoning while using a variety of tools (manipulatives, objects, etc.) to create equal subsets of sets. Communicate mathematically by listening to, commenting on, and questioning the contributions of their classmates using appropriate vocabulary such as fair share, equal sets/groups, divide, not equal, etc.	Pose purposeful questions such as How can we divide this group of items equally among our classmates? How do we share this equally among our friends? Implement tasks that promote reasoning and problem solving by providing opportunities for students to explore fractions using a variety of set models. After checking for food allergies and providing an appropriate food for a group; students will plan, problem solve, and share equally a food item. One example, how could a group of 3 students share a graham cracker or hershey bar with fair shares? Encourage students to draw a representation or model and justify their thinking before diving the food. Support productive struggle in learning mathematics as students make sense of problems and persevere in solving them. Students can share a box of crayons with a group of classmates and explain how to solve the problems. Students should be actively engaged in problem solving. This activity could then be extended to drawing the equal sets only with the crayons they received.
Key Understandings	Misconceptions
Recognize that equal means the count of objects is the same in each group and identify number of objects in each group, as well as the total number of objects being shared	They need to focus on size of set instead of the number of equal sets in the whole.