A Look at Standards for Mathematical Practice Gr. 3-5

Class 1

January 31, 2011

Learning Intentions

We are learning to recognize the first of the Standards for Mathematical Practices within a chosen Content Standard and identify those standards within a particular math task.

We will know we are successful when we can articulate how both a Content Standard and a Standard for Mathematical Practices are infused in a math lesson in the classroom

A Wisconsin Graphic of CCSS

Folding Fraction Strips

Fold fraction strips to represent the following:

 

As you fold, discuss with your partner how you know that your fraction strips are accurate.

One whole halves

thirds fourths

sixths eighths

Turn and Talk

What was the benefit of folding your own fraction strips?

 In what way would the cognitive demand

be affected if we were to hand you a pre-printed set of strips?

Exploring Addition of Fractions

½ ¾ 1 1 ¼ 1 ½

  Choose a target number from this set that is less than 1 or more

than 1 Make a model of that number using your fraction strips to serve

as a reference. Using your fraction strips find combinations to represent your

target number. Start with combinations of 2 fractions, then 3, then 4, etc. Record your combinations. Also record any conjectures your

group makes as you work on the task.  If you feel that you have explored all combinations for your first

target number, pick a second one.

Example of target # less than 1

Example f or Task A: Target Number ‹1

Target Number: ¾ Reference strip ¾ ½ ¼ Model combinations of f ractions that equal your target number:

Fraction strips f olded and placed underneath the reference strip.

Record your thinking:

½ + ¼ = ¾

Addition Fraction Combinations: Debrief

What did you understand about fractions that allowed you to make combinations?

What patterns emerged as you made your combinations?

  What ideas about addition of fractions surface as you

engaged in these explorations?

How did the fraction strip model support your thinking

Unpacking the Practice Standard

1. Make sense of problems and persevere in solving them.

Individually read the practice standard? – “I have a question about this.”* - “This makes sense to me.”

With your group, discuss questions and highlight key ideas in this standard.

Linking Practice to the Classroom

What would this practice look like in a classroom?

Students would be…

Teachers would be…

Looking at a Cluster of Content Standards

Domain: Number and Operations: Fractions

Cluster: Gr 3: Develop understanding of fractions as numbers.Gr 4: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.Gr 5: Use equivalent fractions as a strategy to add and subtract fractions

Standards: 3.NF.3

Unpacking the Content Standard

Individually read the standards

? – “I have a question about this.”

* - “This makes sense to me.”

With your group, discuss questions and highlight key ideas in this standard.

Understanding Understanding

Some of the standards start with the word Understand

What does that verb mean in these math standards?

Content Standard Discussion

What questions did your group have about this (these) standard(s)?

What did we see?

What did you as students do to bring the standards alive?

What did the facilitator as a teacher do to bring the standards alive?

What else might you as teachers in your classroom do to bring the standards alive?

What other practices did you see?

WI CCSS Visual

Identify other Standards for Mathematical Practices that you saw as we carried out today’s task.

Use specific examples to explain the connection between the content and practice standard you identified.

Summary

We are learning to recognize the first of the Standards for Mathematical Practices within a chosen Content Standard and identify those standards within a particular math task.

We will know we are successful when we can articulate how both a Content Standard and a Standard for Mathematical Practices are infused in a math lesson in the classroom.