major work of the grade third grade dawne coker and kitty rutherford ncctm conference 2012
TRANSCRIPT
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Major Work of the Grade
Third Grade
Dawne Coker and Kitty Rutherford
NCCTM Conference 2012
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Session Agenda
Overview of The Major Work of the Grade
Exploring: 3rd Grade Fraction Concepts
Updates
Questions & Answers
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Research
Major Work of the Grade
NC Educators
CCSS Progressions
Smarter Balanced
Assessment Consortium
NC Department of Public
Instruction
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Major Work of the Grade
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3rd Grade Fractions Standards
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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.
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Real world contexts help dispel common misunderstandings and misconceptions
Early Experiences
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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?
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Fair Shares: Big Ideas
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Sample 3rd Grade Fraction Models
http://people.usd.edu/~kreins/learningModules/DevelopingFractionConcepts.htm
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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
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Representing One
22
33
44
55
66
88
1010
1212
Fabulous Fractions, AIMS
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Comparing Fractions: Big Ideas
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Students often think that fractions with larger denominators are
greater in size.
Dispelling Misconceptions
12
13
14
15
16
18
1 10
112
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Comparing Fractions
Which is larger…
or 3 3 8 4
or 2 5 8 8
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1
6
3
4
5
8
1
210
Comparing Fractions using Benchmark Numbers
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www.k-5mathteachingresources.com
Fractions on a Number Line
362443
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Third graders focus on equivalent fractions using models or drawings.
Equivalent Fractions
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Paper Folding
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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
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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/
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Unpacking Document
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Third Grade Unit
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Navigations Alignment
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Lessons for Learning
Selected tasks from the DPI Week-by-Week and Strategies Document
rewritten to align to CCSS
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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