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We are learning to: Represent equivalent fractions on a number line.

April 2012 MTL Meeting Using the Number Line to Make Sense of Equivalent Fractions Connie Laughlin Lee Ann Pruske Beth Schefelker. We are learning to: Represent equivalent fractions on a number line. Read and interpret the cluster of CCSS standards related to equivalent fractions

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We are learning to: Represent equivalent fractions on a number line.

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  1. April 2012 MTL MeetingUsing the Number Line to Make Sense of Equivalent FractionsConnie LaughlinLee Ann PruskeBeth Schefelker

  2. We are learning to: • Represent equivalent fractions on a number line. • Read and interpret the cluster of CCSS standards related to equivalent fractions Success Criteria: • Clearly explain and provide examples of focus and coherence among CCSSM fraction standards 3.NF.3a, 3.NF.3b, 3.NF.3c, 4.NF.1

  3. Homework Discussion Triads • Use your notes to share your findings from your student interviews. • What were the differences in 3rd and 5th grade reasoning? • What are the implications of your findings?

  4. Explain Ken’s thinking?

  5. Explain Judy’s thinking?

  6. On your slate, draw a number line from 0 to 1. Use fraction reasoning to place and on the number line.

  7. Matt’s Thinking .

  8. Equivalency Place the whole fraction strip that represents 0 to 1 on a sheet of paper. Draw a line labeling 0 and 1. Lay out your fraction strips, one at a time, and make a tally mark on the line you drew. Write the fractions below the tally mark. Look for patterns to help you decide if two fractions are equivalent.

  9. Which fractions are equivalent? How do you know?

  10. Standards 3.NF.3a, 3.NF.3b & 3.NF.3c On your Standards Interpretation Sheet rephrase this standard and provide an example. Share with your partner.

  11. Matt’s Thinking .

  12. Linking reading to classroom practice Use the two resources to deepen your understanding on the CCSSM expectations for fractions. • NF Progressions • CMSP Curriculum Guide • Highlight and note how you are making sense of the fraction concepts • Focused reading • - connections to our study • ? - things that you still wonder • ! – something you agree with

  13. Understanding 4.NF.1 Read the standard. Use the worksheet provided to make sense of the standard. What connections can you make to 3.NF.3a, 3.NF.3b, 3.NF.3c?

  14. Focus and Coherence in Fractions Discuss how the progression of the standards we did today exhibits focus and coherence.

  15. Feedback and Reflection… Discuss how the fraction standards effect classroom practice. What will need to change?

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