Major Work of the Grade

1. Major Work of the Grade Third Grade Dawne Coker and Kitty Rutherford NCCTM Conference 2012

2. Session Agenda • Overview of The Major Work of the Grade • Exploring: 3rd Grade Fraction Concepts • Updates • Questions & Answers

3. http://www.ncdpi.wikispaces.net

4. NC Educators CCSS Progressions Research Major Work of the Grade Smarter Balanced Assessment Consortium NC Department of Public Instruction

5. Major Work of the Grade

6. 3rd Grade Fractions Standards

7. 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… 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. • Decimals • Percentages • Ratios • Measurement

8. Early Experiences Real world contexts help dispel common misunderstandings and misconceptions

9. Fair Shares Jamie 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? 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? six

10. Fair Shares: Big Ideas

11. Sample 3rd Grade Fraction Models http://people.usd.edu/~kreins/learningModules/DevelopingFractionConcepts.htm

12. Fraction Symbols • Top Number (numerator): • This is the counting number. • It counts how many shares or parts we have. • It tells how many have been counted. • 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

13. Representing One 2 2 3 3 4 4 5 5 6 6 8 8 10 10 12 12 Fabulous Fractions, AIMS

14. Comparing Fractions: Big Ideas

15. Dispelling Misconceptions Students often think that fractions with larger denominators are greater in size. 1 2 1 3 1 4 1 5 1 6 1 8 1 10 1 12

16. Comparing Fractions Which is larger… 33 8 4 25 8 8 or or

17. 1 6 3 4 5 8 1 2 1 0 Comparing Fractions using Benchmark Numbers

18. Fractions on a Number Line 3 6 2 4 4 3 www.k-5mathteachingresources.com

19. Equivalent Fractions Third graders focus on equivalent fractions using models or drawings.

20. Paper Folding

21. Reasoning About Equivalences 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. http://illustrativemathematics.org/illustrations/871

24. 3-5 Assessment North 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/

25. Unpacking Document

26. Third Grade Unit

27. Navigations Alignment

28. Lessons for LearningSelected tasks from the DPI Week-by-Week and Strategies Document rewritten to align to CCSS

29. NCDPI K-5 Math Listserv Send an email to the Listserv to join: join-k-5_math@lists.dpi.state.nc.us

31. DPI Contact Information http://www.ncdpi.wikispaces.net