Transcript NCCTM 2012 3rd Grade Dawne - NC Mathematics

Major Work of the Grade
Third Grade
Dawne Coker and Kitty Rutherford
NCCTM Conference 2012
Session Agenda
Overview of The Major Work of the Grade
Exploring: 3rd Grade Fraction Concepts
Updates
Questions & Answers
http://www.ncdpi.wikispaces.net
NC Educators
CCSS
Progressions
Research
Major Work
of the
Grade
Smarter
Balanced
Assessment
Consortium
NC Department
of Public
Instruction
Major Work of the Grade
3rd Grade Fractions Standards
Fractions
present
with
fractions
abstract
lead
and
to
InDifficulties
order to help
students
truly
learn
challenging
concepts
to
with…
elementary
and
fractions,difficulties
we
must first
teach a deep
middle
school •Decimals
children.
StudentsThen
often
understanding
of the concept.
•Percentages
givewe
up can
trying
to understand
and resort to
teach
a skill or procedure.
memorizing
•Ratios rules.
•Measurement
Early Experiences
Real world contexts help dispel common
misunderstandings and misconceptions
Fair Shares
Four more friends come along. Show all
Jamie
Scottways
decided
share
a pan
of the and
different
you to
could
equally
six
of brownies.
all ofbetween
the different
share
a pan ofShow
brownies
four
ways you
could
equally
a pan
of
people.
What
fraction
of share
the pan
would
brownies
between
two
people. What
each
person
receive?
fraction of the pan would each person
Which is a larger
share? 1/6 or 1/2?
receive?
Which is a larger fraction?
Fair Shares: Big Ideas
Sample 3rd Grade Fraction Models
http://people.usd.edu/~kreins/learningModules/DevelopingFractionConcepts.htm
Fraction Symbols
Top Number (numerator):
•
•
•
This is the counting number.
It counts how many shares or parts we have.
It tells how many have been counted.
Bottom Number (denominator):
•
•
•
This tells what is being counted.
It tell what fractional part is counted.
If the number is 6, we are counting sixths.
Teaching Student-Centered Mathematics, by John Van de Walle
Representing One
2
2
3
3
4
4
5
5
6
6
8
8
10
10
12
12
Fabulous Fractions, AIMS
Comparing Fractions: Big Ideas
Dispelling Misconceptions
Students often think that fractions
with larger denominators are
greater in size.
1
2
1
3
1
4
1
5
1
6
1
8
1
10
1
12
Comparing Fractions
Which is larger…
3
2 or
8
3
5
4
8
Comparing Fractions using
Benchmark Numbers
1531
012846
Fractions on a Number Line
www.k-5mathteachingresources.com
Equivalent Fractions
Third graders focus on equivalent
fractions using models or drawings.
Paper Folding
Reasoning About Equivalences
Jon and Charlie plan to run together. They argue
about how far to run. Charlie says, I run 3/6 of a
mile each day. Jon says, I can only run 1/2 of a mile.
Explain why it is silly for them to argue. Draw a
picture or a number line to support your reasoning.
http://illustrativemathematics.org/illustrations/871
3-5 Assessment
North Carolina Assessment Specifications Summary
• http://www.ncdpi.wikispaces.net OR
• http://www.ncpublicschools.org/docs/acre/assessment/math.pdf
Next Generations Sample Forms
• http://dpi.state.nc.us/accountability/testing/releasedforms
Smarter Balanced Assessment Consortium (2014-2015)
• http://www.smarterbalanced.org/
Unpacking Document
Third Grade Unit
Navigations Alignment
Lessons for
Learning
Selected tasks from the DPI Week-byWeek and Strategies Document
rewritten to align to CCSS
NCDPI K-5 Math Listserv
Send an email to the Listserv to join:
[email protected]
DPI Contact Information
Kitty Rutherford
Elementary Mathematics Consultant
919-807-3934
[email protected]
Johannah Maynor
Secondary Mathematics Consultant
919-807-3942
[email protected]
Barbara Bissell
K – 12 Mathematics Section Chief
919-807-3838
[email protected]
Susan Hart
K-12 Program Assistant
919-807-3846
[email protected]
http://www.ncdpi.wikispaces.net