relationship to division with remainders. b’s c. “Explore” Throughout this unit, students have justified their understanding of how unit fractions make a whole. Just like counting whole numbers, the counting of unit fractions is called iterating. Like partitioning, iterating is an important part of being able to understand and use fractions. Understanding that ¾ can be thought of as a count of three parts called fourths is an important idea for students to develop (Van de Walle). COMMON MISCONCEPTIONS Many students do not see unit fractions as the basic building block of fractions, in the same sense that the number 1 is the basic building block of the whole numbers. Just as every whole number is obtained by combining sufficient number of 1s, every fraction is obtained by combining a sufficient number of unit fractions (Kentucky DOE FALs document). ESSENTIAL QUESTIONS What is the relationship between a unit fraction and a unit of 1? How is the odd and even pattern with unit fractions on a number line similar to units of 1 on a number line? Why is the denominator important to the unit fractions? How does the numerator impact the denominator on the number line? MATERIALS Sidewalk chalk GROUPING Partners/Small Group NUMBER TALKS By now number talks should be incorporated into the daily math routine. Continue utilizing the different strategies in number talks and revisiting them based on the needs of your students. TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION Part I It is imperative that the teacher conducts the following discussion using the below mentioned questions before the task since they will serve as a bridge for conceptual understanding.
c. “Explore” b’s relationship to division with remainders. Throughout this unit, students have justified their understanding of how unit fractions make a whole. Just like counting whole numbers, the counting of unit fractions is called iterating. Like partitioning, iterating is an important part of being able to understand and use fractions. Understanding that ¾ can be thought of as a count of three parts called fourths is an important idea for students to develop (Van de Walle). COMMON MISCONCEPTIONS Many students do not see unit fractions as the basic building block of fractions, in the same sense that the number 1 is the basic building block of the whole numbers. Just as every whole number is obtained by combining sufficient number of 1s, every fraction is obtained by combining a sufficient number of unit fractions (Kentucky DOE FALs document). ESSENTIAL QUESTIONS What is the relationship between a unit fraction and a unit of 1? How is the odd and even pattern with unit fractions on a number line similar to units of 1 on a number line? Why is the denominator important to the unit fractions? How does the numerator impact the denominator on the number line? MATERIALS Sidewalk chalk GROUPING Partners/Small Group NUMBER TALKS By now number talks should be incorporated into the daily math routine. Continue utilizing the different strategies in number talks and revisiting them based on the needs of your students. TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION Part I It is imperative that the teacher conducts the following discussion using the below mentioned questions before the task since they will serve as a bridge for conceptual understanding.
3rd-Math-Unit-5.docx