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Major Work of the Grade Third Grade Dawne Coker and Kitty Rutherford NCCTM Conference 2012.
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Major Work of the Grade Third Grade Dawne Coker and Kitty Rutherford NCCTM Conference 2012
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Transcript of Major Work of the Grade Third Grade Dawne Coker and Kitty Rutherford NCCTM Conference 2012.
Major Work of the Grade
Third Grade
Dawne Coker and Kitty Rutherford
NCCTM Conference 2012
Session Agenda
Overview of The Major Work of the Grade
Exploring: 3rd Grade Fraction Concepts
Updates
Questions & Answers
Research
Major Work of the Grade
NC Educators
CCSS Progressions
Smarter Balanced
Assessment Consortium
NC Department of Public
Instruction
Major Work of the Grade
3rd Grade Fractions Standards
Fractions present abstract and challenging concepts to elementary and middle school children. Students often
give up trying to understand and resort to memorizing rules.
Difficulties with fractions lead to difficulties with…
•Percentages•Ratios
•Measurement
•Decimals
In order to help students truly learn fractions, we must first teach a deep
understanding of the concept. Then we can teach a skill or procedure.
Real world contexts help dispel common misunderstandings and misconceptions
Early Experiences
Four more friends come along. Show all of the different ways you could equally share a pan of brownies between four people. What fraction of the pan would
each person receive?
Which is a larger share? 1/6 or 1/2?Which is a larger fraction?
Fair Shares
sixJamie and Scott decided to share a pan
of brownies. Show all of the different ways you could equally share a pan of brownies between two people. What fraction of the pan would each person
receive?
Fair Shares: Big Ideas
Sample 3rd Grade Fraction Models
http://people.usd.edu/~kreins/learningModules/DevelopingFractionConcepts.htm
Top Number (numerator): •This is the counting number. •It counts how many shares or parts we have. •It tells how many have been counted.
Fraction Symbols
Bottom Number (denominator): •This tells what is being counted. •It tell what fractional part is counted. •If the number is 6, we are counting sixths.
Teaching Student-Centered Mathematics, by John Van de Walle
Representing One
22
33
44
55
66
88
1010
1212
Fabulous Fractions, AIMS
Comparing Fractions: Big Ideas
Students often think that fractions with larger denominators are
greater in size.
Dispelling Misconceptions
12
13
14
15
16
18
1 10
112
Comparing Fractions
Which is larger…
or 3 3 8 4
or 2 5 8 8
1
6
3
4
5
8
1
210
Comparing Fractions using Benchmark Numbers
www.k-5mathteachingresources.com
Fractions on a Number Line
362443
Third graders focus on equivalent fractions using models or drawings.
Equivalent Fractions
Paper Folding
http://illustrativemathematics.org/illustrations/871
Jon and Charlie plan to run together. They argue about how far to run. Charlie says, I run 3/6 of a mile
each day. Jon says, I can only run 1/2 of a mile.
Explain why it is silly for them to argue. Draw a picture or a number line to support your reasoning.
Reasoning About Equivalences
3-5 AssessmentNorth Carolina Assessment Specifications Summary
• http://www.ncdpi.wikispaces.net OR
• http://www.ncpublicschools.org/docs/acre/assessment/math.pdf
Next Generations Sample Forms
• http://dpi.state.nc.us/accountability/testing/releasedforms
Smarter Balanced Assessment Consortium (2014-2015)
• http://www.smarterbalanced.org/
Unpacking Document
Third Grade Unit
Navigations Alignment
Lessons for Learning
Selected tasks from the DPI Week-by-Week and Strategies Document
rewritten to align to CCSS
DPI Contact InformationKitty RutherfordElementary Mathematics [email protected]
Johannah MaynorSecondary Mathematics [email protected]
Barbara BissellK – 12 Mathematics Section [email protected]
Susan HartK-12 Program [email protected]
http://www.ncdpi.wikispaces.net
