5.10 Compare Unit Fractions COMMON CORE STATE STANDARDS Use equivalent fractions as a strategy to add and subtract fractions. 3.NF.A.3 – Number and Operations - Fractions Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. BIG IDEA Students will compare unit fractions by reasoning about their size. Standards of Mathematical Practice Informal Assessments: Make sense of problems and persevere in Math journal solving them Cruising clipboard Reason abstractly and quantitatively Foldable Construct viable arguments and critique the reasoning of others Checklist Model with mathematics Exit ticket Use appropriate tools strategically Response Boards Attend to precision Problem Set Look for and make use of structure Look for and express regularity in repeated Class Discussion reasoning PREPARING FOR THE ACTIVITY MATERIALS Prepare a set of cards for each pair of students. A Response Boards teacher set with the words “greater than,” “less Sprint: Divide by 8 than,” and “equal to” are needed as well. Fractions strips 1 card with < 1 set of <, >, = cards 1 card with > per pair 1 card with = Circle template Fraction Strips are available in block 9. Problem Set 5.10 Exit ticket 5.10 Additional Practice 5.10 VOCABULARY AUTOMATICITY TEACHER NOTES
5.10 Compare Unit Fractions COMMON CORE STATE STANDARDS Use equivalent fractions as a strategy to add and subtract fractions. 3.NF.A.3 – Number and Operations - Fractions Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. BIG IDEA Students will compare unit fractions by reasoning about their size. Standards of Mathematical Practice Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Informal Assessments: Math journal Cruising clipboard Foldable Checklist Exit ticket Response Boards Problem Set Class Discussion PREPARING FOR THE ACTIVITY MATERIALS Prepare a set of cards for each pair of students. A teacher set with the words “greater than,” “less than,” and “equal to” are needed as well. 1 card with < 1 card with > 1 card with = Fraction Strips are available in block 9. Response Boards Sprint: Divide by 8 Fractions strips 1 set of <, >, = cards per pair Circle template Problem Set 5.10 Exit ticket 5.10 Additional Practice 5.10 VOCABULARY AUTOMATICITY TEACHER NOTES
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