Current Unit: Fractions
Students are:
*Introduced to many major concepts about fractions including the terms numerator and denominator as well as fractional notation.
Big Ideas in the Unit:
*Fractions are numbers which we can visually represent using area and linear models (just like whole numbers).
*Unit fractions are a building block to understanding fractions.
*Fractions are equivalent when we re-partition the part into different size pieces.
*Mathematicians use number sense to compare and order fractions - we can reason about the size of the piece and the number of pieces.
*We reason about fractions in relation to the whole - the size or amount of the whole matters.
*We can represent fractions on a number line.
Vocabulary:
*fraction: a number that represents part of a whole
*denominator: size of the piece (relative to the whole); what is being counted
*numerator: how many; number of pieces in the share
*partition: cut or divide into equal size pieces
*equal parts: equal size pieces
*unit fractions: fractions with numerator 1
*area model: a representation that uses a whole partitioned in equal sized parts
*linear or measurement model: a representation that uses a number line or length and measures the distance from 0 to the number
By the end of the unit, students will be introduced to and/or will practice:
*Compare fractions with different numerators and different denominators using number sense strategies.
By the end of the uni, students should be able to independently:
*Understand fractions as a quantity.
*Understand fractions as numbers on a number line.
*Understand two fractions can be equivalent, generate simple equivalent fractions and explain why the fractions are equivalent using visual models.
*Compare fractions with denominators 2,3,4,6,8 using number sense strategies (unit fractions, same numerator, same denominator, estimating using 1/2 or whole) - same numerators or same denominators only.
Students are:
*Introduced to many major concepts about fractions including the terms numerator and denominator as well as fractional notation.
Big Ideas in the Unit:
*Fractions are numbers which we can visually represent using area and linear models (just like whole numbers).
*Unit fractions are a building block to understanding fractions.
*Fractions are equivalent when we re-partition the part into different size pieces.
*Mathematicians use number sense to compare and order fractions - we can reason about the size of the piece and the number of pieces.
*We reason about fractions in relation to the whole - the size or amount of the whole matters.
*We can represent fractions on a number line.
Vocabulary:
*fraction: a number that represents part of a whole
*denominator: size of the piece (relative to the whole); what is being counted
*numerator: how many; number of pieces in the share
*partition: cut or divide into equal size pieces
*equal parts: equal size pieces
*unit fractions: fractions with numerator 1
*area model: a representation that uses a whole partitioned in equal sized parts
*linear or measurement model: a representation that uses a number line or length and measures the distance from 0 to the number
By the end of the unit, students will be introduced to and/or will practice:
*Compare fractions with different numerators and different denominators using number sense strategies.
By the end of the uni, students should be able to independently:
*Understand fractions as a quantity.
*Understand fractions as numbers on a number line.
*Understand two fractions can be equivalent, generate simple equivalent fractions and explain why the fractions are equivalent using visual models.
*Compare fractions with denominators 2,3,4,6,8 using number sense strategies (unit fractions, same numerator, same denominator, estimating using 1/2 or whole) - same numerators or same denominators only.
Fractions Charts
Math Norms
Good Mathematicians...
*Make Sense of mathematics
*Keep Trying even when problems are challenging
*Remember that it's OK To Make Mistakes and revise our thinking
*Share our mathematical ideas with our classmates
*Listen to understand someone else's idea; give each other time to think
*Ask Questions that help us better understand the mathematics
*Agree and Disagree with mathematical ideas, not with each other
*Remember that EVERYONE has Good Mathematical Ideas
Good Mathematicians...
*Make Sense of mathematics
*Keep Trying even when problems are challenging
*Remember that it's OK To Make Mistakes and revise our thinking
*Share our mathematical ideas with our classmates
*Listen to understand someone else's idea; give each other time to think
*Ask Questions that help us better understand the mathematics
*Agree and Disagree with mathematical ideas, not with each other
*Remember that EVERYONE has Good Mathematical Ideas
Counting Collections:
Students work in partnerships or trios to count and record a collection of objects.
Students work in partnerships or trios to count and record a collection of objects.