I would like to order a pizza that is ¼ cheese, ¼ black olives, ¼ pepperoni, and ¼ green peppers. CONSTRUCTING TASK: GRAPHING FRACTIONS From NCTM Illuminations APPROXIMATE TIME: 2 class periods Students will draw a picture graph of their a bar graph of their classmates’ favorite pets, sports, and a graph of their choice of a bag of colored candies. Students will classmates’ favorite identify the fractional representation of each bar of data and create questions that could be answered using the data in their graphs. CONTENT STANDARDS MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step many and many problems “how more” “how less” using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. MGSE3.NF.1 Understand a fraction as the quantity formed by 1 part when a whole is partitioned into equal parts (unit fraction); understand a fraction as the quantity formed b by parts of size . a For example, means there are three parts, so = + + . STANDARDS FOR MATHEMATICAL PRACTICE 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. BACKGROUND KNOWLEDGE Children need to understand the meaning of fractions based on repeated hands-on activities. They need a general rule for explaining the numerator and denominator of a fraction.
I would like to order a pizza that is ¼ cheese, ¼ black olives, ¼ pepperoni, and ¼ green peppers. CONSTRUCTING TASK: GRAPHING FRACTIONS From NCTM Illuminations APPROXIMATE TIME: 2 class periods Students will draw a picture graph of their classmates’ favorite pets, a bar graph of their classmates’ favorite sports, and a graph of their choice of a bag of colored candies. Students will identify the fractional representation of each bar of data and create questions that could be answered using the data in their graphs. CONTENT STANDARDS MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. MGSE3.NF.1 Understand a fraction as the quantity formed by 1 part when a whole is partitioned into b equal parts (unit fraction); understand a fraction as the quantity formed by a parts of size . For example, means there are three parts, so = + + . STANDARDS FOR MATHEMATICAL PRACTICE 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. BACKGROUND KNOWLEDGE Children need to understand the meaning of fractions based on repeated hands-on activities. They need a general rule for explaining the numerator and denominator of a fraction.
3rd-Math-Unit-5.docx