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Grade Four: Fractions and Decimals Session 2 Understanding Common Core Fraction Expectations In 4th Grade Unit 6 Fraction Cards and Decimal Squares. Today’s Goals. Honor the challenge in this work and set the tone for teachers as learners

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Grade Four:Fractions and Decimals Session 2Understanding Common Core Fraction Expectations In 4th GradeUnit 6Fraction Cards and Decimal Squares

Today’s Goals
• Honor the challenge in this work and set the tone for teachers as learners
• Build conceptual knowledge of fractions, and acknowledge most of us come with procedural
• Become proficient with the work in Investigation 2 and discuss the work in Investigation 1
• Know how and where to highlight the standards for students.
Welcome!
• Please sign-in and take a hand-out
• If you brought some student examples of SAB 14, please choose 5 and put your initials on them.
How’s It Going?

Ah-Ha’s?

Uh-Oh’s?

How’s It Going?
• Walk around the room and view the student work samples
• Pay particular attention to…
• How students solved the problems, were there any common solution paths?
• The representations students chose to use.

What’s this?

Which places have the same digits? Which do not? Why?
• 4,307 – 300?
• 4,307 – 400?
• 4,307 + 30?
• 4,307 + 50?
Take a card
• Take a card,
• Solve it quickly
• Put your answer on a post it.
• Find your group
• How did you solve?
Page 55
• SAB p. 20
• What standard?

4.NF.1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

Making Fraction Cards or Coloring Activity?

As students make the cards, what do you need to do to ensure they are engaging in

• 4.NF.1
• 4.NF.2
• Others?

4.NF.2. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

4.NF.1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

Capture Fractions

You need:

Deck of Fraction Cards

Play with a partner or a small group.

• Divide the deck into equal-sized piles, one for each player. Players place their cards facedown.
• In each round, each player turns over the top card in his or her pile. The player with the largest fraction wins, takes the other players’ cards, and puts them on the bottom of his or her own pile.
• If two of the cards show equivalent fractions, those two players turn over another card. Whoever has the larger fraction wins all the other players’ cards.
• The person with the most cards wins. The game can be stopped at any time.
Is this a game, or math?
• How can you ensure this is about …

Standard ___

Which is greater?

3 or 2

12 12

• (this is a great task for Standard for Practice #3: Construct viable arguments and critique the reasoning of others)
Fractions in Containers

Choose one card from the deck and place it on the number line

0

1/2

1

Fractions on the Number Line: What standards are involved in this work?

Before you go

On the back of the card/ post-it:

What has been beneficial to you from these first 2 sessions? What hasn’t?