Student Actions

Teacher Actions

• Demonstrate conceptual understanding by justifying the name of a fraction.

• Communicate mathematically with peers by naming the fraction using appropriate terms and symbols.

• Demonstrate mathematical reasoning by evaluating the reasonableness and accuracy of peers’ solutions.

• Pose purposeful questions to help students recall prior knowledge and justify their thinking. Questions may include how to read fractions using appropriate terminology and justifying the name of the fraction. 

• Implement tasks that focus on communication (e.g.one student orders a pizza with specific fractions of toppings while the other students write down the order and use a drawing/manipulatives to show the order in terms of numerator and denominator.)

• Apply mathematical representations to make connections when reading and writing fractions ( e.g.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 with different numerators and denominators. 

• Understand the meaning of the numerator and denominator

• When reading a fraction the numerator is said first, then the denominator.

• Writing fractions (fraction notation) means a single quantity is represented by a number in the numerator, a non-zero number in the denominator, and they are separated by a horizontal line.
   

• The numerator and denominator of a fraction have the same value as a whole number.

• Fractions are pronounced with their whole numeral name, e.g. 3/4 is pronounced three four or three fours.

• The numerator is the bottom number or the denominator is the top number.

• The shaded portion always represents the fraction name.

• The denominator is the number of leftover pieces (e.g. Mikey ate 3 out of the 8 pieces of pizza. What was the fraction of pizza Mikey ate? Students may answer 3/5 where three were eaten and 5 were not eaten.)

  Knowledge Connections

Prior Knowledge

Leads to 

• Identify the parts of a set and area that represent fractions for halves, thirds, and fourths (2.N.3.1)

• Construct equal-sized portions through fair sharing (length, set, and area models for halves, thirds, and fourths) (2.N.3.2)

• Represent and rename equivalent fractions using fraction models (e.g., parts of a set, area models, fraction strips, number lines). (4.N.3.1) 

The Oklahoma State Department of Education is releasing sample assessment items to illustrate how state assessments might be designed to measure specific learning standards/objectives. These examples are intended to provide teachers and students with a clearer understanding of how the state assesses Oklahoma's academic standards and their objectives. It is important to note that these sample items are not intended to be used for diagnostic or predictive purposes. Ways to incorporate the items.

• 3.N.3.1 Numerals to Words