This week, let’s explore a third grade benchmark - take a look at the problem below, which will help us explore MA.3.FR.1.2 and MA.3.FR.2.2!
Save Wylie’s Weekly Problem below to use with your students:
How can we support students in learning this concept?
Before students see this problem:
Have students practice naming unit fractions given figures with 1 piece shaded - such as in the figure below.
Focus on the difference between the numerator and the denominator of the fraction during discussions so students understand the difference when writing their fractions.
Give students this problem:
Give students time to write a fraction to represent the shaded figure on their own before asking students to share with a partner or small group.
Ask students if anyone had written different fractions from each other - record all fractions for the class to see. Discuss each fraction representation and ask students to justify correct or incorrect fractions.
After students see this problem:
Show students the figures below and ask them to compare the shaded areas in the new figures to the shaded area in the original figure. Give students time to discuss with a partner or small group before sharing out with the class.
Discuss the three figures as a group; once students agree that the figures all represent the same amount, ask students to write fractions to represent the other figures
This leads students to MA.3.FR.2.2 and equivalent fractions. Discuss equivalence with students and how we can use multiple fractions to represent the same area based on the number of pieces we have in the figure.
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