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A Story of Units

A Story of Units. Grade 5 – Module 3. Session Objectives. Examine the development of mathematical understanding across Grade 5 Module 3: Addition and Subtraction of Fractions. Explore specific lessons to support planning.

brennan-wilson
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A Story of Units

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  1. A Story of Units Grade 5 – Module 3

  2. Session Objectives • Examine the development of mathematical understanding across Grade 5 Module 3: Addition and Subtraction of Fractions. • Explore specific lessons to support planning. • Review key mathematical models and instructional strategies to support student understanding.

  3. Curriculum Overview of A Story of Units

  4. Agenda • Module 3 Overview • Lesson Study – Demonstration and Practice • Lessons 1 & 2 • Lessons 3, 4, 6, & 7 • Lessons 8, 9, 11, & 15 • Module Review

  5. Module Overview Page i. Students extend their understanding of fraction equivalence and whole number addition and subtraction to add and subtract fractions.

  6. Topic A: Equivalent Fractions4.NF.1, 4.NF.3c, 4.NF.3d Lesson 1, CD, Problem 1, Page 3.A.4. Lesson 1 Objective: Make equivalent fractions with the number line, the area model, and numbers.

  7. Topic A Demonstration: Lesson 1 Lesson 1, CD, Problem 4, Page 3.A.6. =

  8. Topic A Practice: Lesson 2 Lesson 2, CD, Problem 5. • Lesson 2 Objective: Make equivalent fractions with sums of fractions with like denominators. • Browse the CD. • Study Problem 5, on page 3.A.21.

  9. Topic A Debrief Lessons 2 Debriefs, page 3.A.22. • How does using the number line as a tool support understanding of fraction equivalence? • How many fractions share the same point on a number line?

  10. Topic B: Making Units Pictorially Lesson 3, CD, Problem 2, 3.B.7. Lesson 3 Objective: • Add fractions with unlike units using the strategy of creating equivalent fractions.

  11. Topic B Demonstration: Lesson 3 Lesson 3, CD, Problem 4, 3.B.9.

  12. Topic B Study: Lesson 4 Lessons 4, Problem Set, Question 1, Student Work • Lesson 4 Objective: • Add fractions with sums between 1 and 2. • Browse through Lesson 4. • Study the student work on page 3.B.25: • Problem 1:

  13. Lesson 4: Debrief Lesson 4, Student Debrief, Question 1, 3.B.25. • L4 Objective: Add fractions with sums between 1 and 2. • How is L4 different from L3? • What model was used to solve this problem? How was it helpful? • What process was used to rename 7 sixths? • Would you use these same questions with fifth grade students?

  14. Topic B Study: Lesson 6 Lessons 6, Concept Development, Problem 1 • Lesson 6 Objective: • Subtract fractions from numbers between 1 and 2. • Browse through Lesson 6. • Study CD, Problem 1 on page 3.B.48 :

  15. Lesson 6: Debrief Lesson 6, Student Debrief, Problem 1, 3.B.48. • L6 Objective: Subtract fractions from numbers between 1 and 2. • How are these two solutions the same? Different?

  16. Topic B Problem-Solving Practice: Lesson 7 Solve before you look.  Lesson 7, CD, Problem 3, Page 3.B.62. L7 Objective: Solve two-step word problems. Shelby bought a 2 ounce tube of blue paint. She used ounce to paint the water, ounce to paint the sky, and some to paint a flag. After that she has ounce left. How much paint did Shelby use to paint her flag?

  17. Topic B Problem-Solving Practice: Lesson 7 Lesson 7, CD, Problem 3, Page 3.B.62.

  18. Topic C: Making Like Units Numerically Lesson 8, Concept Development, Problem 1, Page 3.C.5. Topic C: Making Like Units Numerically Lesson 8 Objective: Add fractions to and subtract fractions from whole numbers using equivalence and the number line as strategies.

  19. Topic C Demonstration: Lesson 8 Lesson 8, Concept Development, Problem 5, Page 3.C.8.

  20. Topic C Study: Lesson 9 Lesson 9, CD, Problem 4, page 3.C.21. • Lesson 9 Objective: • Add fractions making like units numerically. • Browse through Lesson 9. • Study CD, Problem 4 on page 3.C.21 :

  21. Participant Practice: Lesson 9 Debrief Lesson 9, Student Debrief of CD, Problem 4, page 3.C.21 • L9 objective: Add fractions making like units numerically. • What patterns have you observed while finding common units? • What strategies can students use to find common multiples?

  22. Topic C Study: Lesson 11 Lesson 11, CD, Problem 4, page 3.C.50. • Lesson 11 objective: • Subtract fractions making like units numerically. • Browse through Lesson 11. • Study CD, Problem 4 on page 3.C.50 :

  23. Participant Practice: Lesson 11 Debrief Lesson 11, Student Debrief CD, Problem 4, page 3.C.50. • L11 Objective: Subtract fractions making like units numerically. • How are these three solutions alike? Different?

  24. Topic D: Problem-Solving Practice, Lesson 15 Gavin had 20 minutes to do a three- problem quiz. He spent minutes on question 1, and minutes on question 2. How much time did he have left for question 3? Write the answer in minutes and seconds.. Solve before you look.  Lesson 15, CD, Problem 4, Page 3.D.34. Topic D: Further Applications Lesson 15 Objective: Solve multi-step word problems; assess reasonableness of solutions using benchmark numbers.

  25. Topic D Problem-Solving Practice: Lesson 15 Lesson 15, CD, Problem 4, Page 3.D.34.

  26. Summary of Module 3 Topic A: Equivalent Fractions Topic B: Making Like Units Pictorially Topic C: Making Like Units Numerically Topic D: Further Applications

  27. Biggest Takeaways • Turn and Talk: • What’s one big idea in this module? • How does this module progress from concrete to representational to abstract? • What tools are used to enhance and ensure students’ understandings?

  28. Biggest Takeaways: Possible Answers What’s one big idea in this module? Like units are needed in order to add and subtract. This is exactly the same as whole numbers: ones with ones, tens with tens, halves with halves. How does this module progress from concrete  pictorial abstract? Students folded paper to concretely find like units. Then they drew rectangular models that looked just like the folded paper. Teachers were always recording work. Eventually students were taught how to work abstractly with numbers only. The concepts were applied in story problems. What tools are used to enhance and ensure students’ understandings? The module incorporates pieces of paper for folding, number lines, rectangular models and tape diagrams.

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