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Grade 3-5 Fraction Development in the Common Core State Standards

Grade 3-5 Fraction Development in the Common Core State Standards. Astrid Fossum, Math Teaching Specialist, Milwaukee Public Schools, fossumag@milwaukee.k12.wi.us Paige Richards, Elementary Math Specialist, School District of South Milwaukee, Richards.Paige@sdsm.k12.wi.us

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Grade 3-5 Fraction Development in the Common Core State Standards

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  1. Grade 3-5 Fraction Development in the Common Core State Standards Astrid Fossum, Math Teaching Specialist, Milwaukee Public Schools, fossumag@milwaukee.k12.wi.us Paige Richards, Elementary Math Specialist, School District of South Milwaukee, Richards.Paige@sdsm.k12.wi.us Wisconsin Mathematics Council 43rd Annual Conference Green Lake, Wisconsin May 6, 2011 Wisconsin Mathematics Council, Inc. Leading quality mathematics education in Wisconsin

  2. Learning Intentions and Success Criteria We are learning to recognize the third Standard for Mathematical Practices within a chosen Content Standard and identify those standards within a particular math task. We will know we are successful when we can articulate how both a Content Standard and a Standard for Mathematical Practices are infused in a math lesson in the classroom.

  3. The Focus of Mathematics

  4. Folding Fraction Strips Fold fraction strips to represent the following:  As you fold, discuss with your partner how you know that your fraction strips are accurate.

  5. 4/6 or 2/6 1/3 or 1/4 5/6 or 5/8 4/6 or 2/3 4/8 or 4/6 7/8 or 5/6 8/11 or 31/64 Which is larger? Why?

  6. Considerations • Equivalent fractions • Unit fractions • Fractions with the same denominator • Fractions with the same numerator • Fraction close to 1 • Benchmark fractions

  7. Unpacking the Practice Standard 1. Construct viable arguments and critique the reasoning of others. Individually read the practice standard ? – “I have a question about this.” * - “This makes sense to me.” With your group, discuss questions and highlight key ideas in this standard.

  8. Linking Practice to the Classroom What would this practice look like in a classroom? Students would be… Teachers would be…

  9. Looking at a Cluster of Content Standards Domain: Number and Operations: Fractions Cluster: Gr 3: Develop understanding of fractions as numbers. Gr 4: Extend understanding of fraction equivalence and ordering. Gr 5: Use equivalent fractions as a strategy to add and subtract fractions Standard example: 3.NF.1

  10. Unpacking the Content Standard Individually read the standard ? – “I have a question about this.” * - “This makes sense to me.” With your group, discuss questions and highlight key ideas in this standard.

  11. What did we see? What did you as students do to bring the standards alive? What did the facilitators as teachers do to bring the standards alive? What else might you as teachers in your classroom do to bring the standards alive?

  12. What other practices did you see?

  13. Learning Intentions and Success Criteria We are learning to recognize the third Standard for Mathematical Practices within a chosen Content Standard and identify those standards within a particular math task. We will know we are successful when we can articulate how both a Content Standard and a Standard for Mathematical Practices are infused in a math lesson in the classroom.

  14. Thank you! Astrid Fossum fossumag@milwaukee.k12.wi.us Paige Richards Richards.Paige@sdsm.k12.wi.us

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