a story of units

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NYS COMMON CORE MATHE MATICS CURRI CULUM A Story of Units

A Story of UnitsGrade 3 – Module 5


N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units

Session Objective

Prepare to implement Module 5 by examining mathematical models and instructional strategies in the lessons.



Curriculum Overview of A Story of Units



Module Overview• Read the descriptive

narrative • Underline key phrases• Circle models that are

used in the module



Progressions and Module 5 Topics



End-of-Module Assessment

What concepts will students need to master by the end of the module?



Grade 2-Module 8 -Topic C



Topic A: Partition a Whole into Equal Parts

Grade 3 NF Progressions, Pg. 2



Lesson 1 Concept Development



Lesson 1 Exit Ticket





1. There are ____________ equal parts in all.

2. One equal part is called ______________.



Fold and label strips showing: Halves fourths eighths thirds sixths fifths* fenths*

1. There are ____________ equal parts in all.

2. One equal part is called ______________.



Lesson 3 Problem Set



Lesson 4: Represent and identify fractional parts of different wholes.


Let’s explore!



Turn and Talk:• Explain what is meant by “equal parts” from the

learning that occurs in Topic A.• Why is it important to use a variety of concrete and

pictorial models to develop this foundational idea of “equal parts?”



Topic B: Unit Fractions and their Relation to the Whole




Lesson 5 Problem Set, Page 1



Lesson 8

Problem 2

Problem 1



Lesson 8-9 Concept Development

Problem 3



Try the Lesson 8 Problem Set




Turn and Talk:

How does using the number bond help model unit fractions as the basic building blocks of fractions in Topic B?



Topic C: Comparing Unit Fractions and Specifying the Whole





1 is the same as 1




is less than

is less than



Exploration!




Turn and talk:

Use the problem above to explain why it’s important to specify the whole in fractions?

How can this fraction strip represent both and



Topic D: Represent and Compare Fractions on Number Line Diagrams




Counting by Unit Fractions

Lesson 16 Fluency

0 1 2 3

0 1 2



Lesson 16 Concept Development and Problem Set

1 2



Try a problem from Lesson 17

Marcy ran 4 km after school. She stopped to tie her shoelace at 7 fifths km. Then she stopped to switch songs on her iPod at 12 fifths km. Draw a number line showing Marcy’s run. Include her starting and finishing points and the 2 places where she stopped.




Possible Solution

Lesson 17 Student Work




1

4

2

4

3

4

0 1

0 11

3

2

3



How is the number line used as a tool to compare fractions?

Turn and Talk



Topic E: Equivalent Fractions



Equivalent fractions are the same size, but not necessarily the same shape




Lesson 21 Concept Development4

8

1

22

4

0 1



Try problems from Lesson 21




Lesson 21 Student Work



Generate simple equivalent fractions by using visual fraction models and the number line.


Group A

Interval: 2 – 4Units: halves and thirds

4

2

5

2

6

2

7

2

8

2

6

3

8

3

10

3

11

3

12

3

7

3

9

3



Try the Exit Ticket from Lesson 24




Possible Solution





0 1

1

3

2

3

0

3

3

3

0 1

1

2

0

2

2

2

0 1

0

1

1

1



Explain equivalence by manipulating units and reasoning about their size.

What happens to the size of the parts when you fold the strip more times?


What do you notice about the size of the parts and the number of parts in equivalent

fractions?



Turn and TalkWhat models do students use to explore equivalent fractions?

How do these models help students move from a concrete to pictorial understanding of equivalent fractions?



Topic F: Compare and Order Fractions and Reason About Their Size



Try the Application Problem from Lesson 29

Catherine and Diana bought matching scrapbooks. Catherine decorated 5 ninths of the pages in her book. Diana decorated 5 sixths of the pages in her book. Use a tape diagram to show who has decorated more pages of their scrapbooks.

Lesson 29 Application Problem



Possible Solution

Lesson 29 Application Problem Student Work




> ><



Try problems from Lesson 29




Possible Solutions

Lesson 29 Problem Set Student Work



Turn and Talk

When comparing fractions, why is it important that the wholes are the same size?

Lesson 29 Debrief



Reflection

Turn and Talk:• I’m more clear about…• I still need to process…• I’m looking forward to…



Key Points• In the first half of this module, students extend and deepen

Grade 2 practice with equal shares to understanding fractions as equal partitions of a whole.

• Students use the number line as a tool to develop their understanding of equivalent fractions and to compare and order fractions in the second half of the module.



Review Session Objective

Prepare to implement Module 5 by examining mathematical models and instructional strategies in the lessons.

a story of units

Documents

module overviewfebruary

module focus sessionend

module assessmentwhat

experience teaching

network team institutegrade

story of unitsgrade

minute materials

minutes materials