Adapted from - UbD Template 2.

1 - Grant Wiggins & Jay McTighe 2011

Fraction Frenzy
Subject/Content: Mathematics Topic Area: Fractions Designed by: Krista Miller School District: Time Frame: April Grade Level: Third Length of Unit: Three Weeks School:

Unit Overview
In this unit, students will develop an understanding of fractions. They will identify them as representations of equal parts of a whole. They will be exposed to the various ways in which fractions can be represented, with words, numerals and physical models. They will develop strategies to compare and order fractions and to reason about their size. They will become familiar with equivalency and will be able to recognize it and explain it. They will also understand fractions in relation to number lines and will be able to partition number lines and represent fractions on these lines. This unit serves as an introduction to fractions, as this is the rst time they are included in the mathematics common core. As such, it is limited in scope to the fractions with denominators of 2, 3, 4, 6 and 8. Prior to this unit, students will have studied whole numbers and their properties, including place value and multiplication. An understanding of fractions provides a foundation for future instruction in division, which will occur in fourth grade. Manipulatives will be used often to help students concretely explore these abstract concepts. Concepts and skills will be assessed using real world scenarios to promote transfer long after the unit is over. The assessments in this unit were written with that goal in mind. The formative essay assessment poses a problem which requires reasoning skills and fraction knowledge to solve. The culminating performance assessment is a fraction storybook which will demonstrate the depth of their understanding and their ability to explain these abstract ideas to students in second grade. Informal assessments are planned throughout each lesson, as the lessons build on each other to ensure that the key concepts are being understood.

Adapted from - UbD Template 2.1 - Grant Wiggins & Jay McTighe 2011

Stage 1 Desired Results

ESTABLISHED GOALS/ STANDARDS !
CCSS.Math.Content.3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

BIG IDEAS from established goals The Central Concepts, BIG IDEAS, and KEY SKILLS of this unit are Fractions are numbers that represent equal parts of a whole. Fractions can be represented in various ways (words, numerals and physical models). As numbers, fractions can be ordered and size can be compared. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Transfer Students will be able to independently use their learning to SWBAT make sense of and solve real world problems involving fractions. SWBAT equally partition things which will begin to create a conceptual foundation for division. SWBAT compare fractions by using logical reasoning. Similar thinking skills can be also be used in ELA, social studies, science and in real world situations. SWBAT measure more accurately, using fractions, which will be essential in future math and science classes. SWBAT employ their understanding of the relationship between a whole and its parts when exploring similar concepts in social studies, science and ELA. SWBAT think critically about the rationale of their classmates and carry this skill through into other content areas and in contexts outside of school. SWBAT defend their thinking or methods of problem solving, which is a skill that is used across subjects.

CCSS.Math.Content.3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. CCSS.Math.Content.3.NF.A.2a Represent a fraction 1/b on a number line diagram by dening the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. CCSS.Math.Content.3.NF.A.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. CCSS.Math.Content.3.NF.A.3a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, 8.

denominators 2, 3, 4, 6, 8.

Meaning UNDERSTANDINGS! Students will understand that

ESSENTIAL QUESTIONS!
What numbers are between 0 and 1 on a number line? What is a fraction? How are fractions related to whole numbers? Why do we need to learn about fractions? Why do they matter in real life? How can I represent fractions in multiple ways? If you have two fractions, how do you know which one is bigger? Can fractions with different denominators ever be equal?

Fractions are numbers that are an important part of our number system. Fractions describe the division of a whole into equal parts. Fractions are an integral part of our daily life and an important tool in solving problems.

Acquisition Students will know!

Students will be skilled at!

Representing fractions (halves, thirds, fourths, sixths and eighths) using words, numerals and physical models. Counting by fractional increments (such as: one fourth, two fourths, three fourths). Ordering fractions with common denominators. Plotting fractions on a number line. Comparing fractions using visual fraction models (number lines, shapes, sets, drawing pictures) and/or reasoning about size. Explaining equivalence and identifying equivalent fractions.

Fractions are the numbers between whole numbers on the number line. The numerator (top number) is the number of parts being considered.

The denominator (bottom number) represents the total number of equal parts. Equivalent means equal in value. The more fractional parts used to make a whole, the smaller the parts. The size of the fractional part is relative to the size of the whole. Some fractions with different denominators are equivalent.

Anticipated preconceptions Students may think that there arent any numbers between whole numbers. Students have learned that as numbers increase, so does size. Students have a sense of fairness, or how to equally divide things.

Anticipated Challenges Students may see the numbers in a fraction as two unrelated numbers separated by a line. Becoming familiar with the terms numerator and denominator. Recognizing equivalent fractions. Students may think that the larger the denominator is, the larger the fraction. Students may not recognize the importance of noting the size of the whole (1/4 is not always smaller than 1/2, depending the size of the whole). How instructor will mediate these challenges I will post a fraction reference display on a bulletin board in the classroom labeling the numerator and denominator and will only use those terms when referring to fractions (not top and bottom numbers). I will provide students with fraction strips so they can make their own observations on size and discover relationships and equivalencies on their own. I will also provide real world examples of equivalence such as slicing pizzas (1/2 vs 2/4) until students are better able to grasp the concept.

How instructor will use preconceptions I will begin the unit by having a discussion about fairness, specically when dividing cookies. Is it fair if I divide them unequally? Is it fair if everyone gets 1/2 a cookie, but the cookies are two very different sizes? If I keep cutting up the cookies do the pieces get larger or smaller? I will have them examine a ruler and talk about which numbers are between 0 and 1? What about 1 and 2?

Other notes on Stage I Resources: Georgia Department of Education. 2013. Third Grade Unit Five: Representing and Comparing Fractions. Common Core Georgia Performance Standards Framework. Retrieved from https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/ CCGPS_Math_3_Unit5FrameworkSE.pdf. National Governors Association Center for Best Practices, Council of Chief State School Ofcers. 2010. Common Core State Mathematics Standards. National Governors Association Center for Best Practices, Council of Chief State School Ofcers, Washington D.C. Retrieved from http://www.corestandards.org/Math.

Stage 2 Determining Acceptable Evidence

Performance Tasks/Assessments Major Performance Task - A Fraction Story Students will be asked to create a fraction storybook which they will read to a second grade student. This storybook will demonstrate their understanding of fractions by requiring them to represent fractions visually and numerically and to order and compare the fractions in their story.
See Appendix A for worksheet.

Formal Assessments (Multiple choice quizzes or tests, essay questions) For my Formal Assessment, I have created a math essay. This essay will allow students to demonstrate key skills and knowledge and will allow me to better understand their thinking as they must form a conclusion and defend their position. Students are required to use a number line to show their work. This is one of the key skills of the unit and will help me to measure their progress. They must compare unlike fractions and determine if they are equivalent or not, demonstrating an understanding of the term. They must also defend their ndings which will allow me to see the strength of their mathematical reasoning and their ability to transfer their knowledge of fractions to a real life situation. The essay question is as follows...

Yesterday, Caleb said that he swam 1/2 mile. Leah swam 3/6 miles. Hannah swam 4/8 miles. Jimmy swam 2/4 miles. Caleb said, We all swam the same distance and were tied. Hannah disagreed. Is what Caleb said true? Use the number lines below to show your work. Prove that what Caleb is saying is either true or false. You must explain your decision and be sure to use the term equivalent in your response. Look over the checklist on the back when you are nished!
The criteria that I am looking for are detailed on the back of the worksheet for students in a checklist format. I am specically looking for a demonstration of their ability to plot fractions on the number line and their ability to compare the fractions and use the term equivalent to describe their relationship. I am also looking for a logical explanation of their ndings which includes the use of the term equivalent. This assessment will allow me to see where they are having difculty, either with plotting fractions or relating them to each other which I will need to know as I plan further instruction.
See Appendix B for worksheet.

Student self-assessment and reections Students will be given an opportunity to self-assess their fraction story after they read it to their second grade partner. They will be asked to reect on their nal product and on the second graders response to their story.

Performance Task Blueprints-Provide a blueprint for at least one task.

What understandings and goals will be assessed though this task? What essential questions will be uncovered in this performance task?
Understandings and Goals: Fractions are numbers that are an important part of our number system. Fractions describe the division of a whole into equal parts. Fractions can be represented in various ways (words, numerals and physical models). As numbers, fractions can be ordered and size can be compared. The more fractional parts used to make a whole, the smaller the parts.

Essential Questions: What is a fraction? How are fractions related to whole numbers? Why do we need to learn about fractions? Why do they matter in real life? How can I represent fractions in multiple ways? If you have two fractions, how do you know which one is bigger?

Students will understand that Same as above

Essential Questions: Same as above

Through what authentic performance task will students demonstrate understanding? Describe task(s) in detail so students clearly understand the expectations. (Optional use of GRASPS here)
G - Your task is to create a fraction story that will help second graders to learn about fractions. R - You have been asked to write this book because of all of the knowledge you now have about fractions. A - Your audience is second grade students. S - The challenge involves dealing with words and concepts the second graders may not be familiar with. You must explain fractions to them. P - You will create a story in to help them better understand what a fraction is and where we see fractions in our everyday lives. S - Your work will be judged by your teacher using the attached rubric and you will evaluate how you felt about your story and how the second grader seemed to feel about it.

What student products and/or performances will provide evidence of desired understandings?
Students will turn in a story that meets all of the criteria laid out in the rubric. This product will demonstrate their level of understanding of fractions, demonstrated by their ability to explain and use key terms, accurately represent fractions and order them. This project requires critical and creative thinking skills as they are choosing real world situations in which fractions are found. This story will be shared with a second grader, so students may take more pride in their work, knowing that it will be shown to another student.

By what criteria will student products and performances be evaluated? Provide standards or rubrics by which the task will be judged.

Instructional Sequence for the Assessment

This performance assessment will take 4 days. Day 1 - Read aloud two fraction story books, Give Me Half! by Stuart J. Murphy and Gator Pie by Louise Mathews asking students to pay careful attention to the way that the author uses fractions in their story. Introduce the assignment, framing it as follows... In the next few days you are going to have a very important job. You are going to be authors. A special group of students in our school are depending on you! You have been learning a great deal of information about fractions. Using this information, you are going to create a storybook that uses fractions, just like the two we just read. These books will then be read to second graders so it will be easier for them to learn about fractions next year. The class will then brainstorm ideas, specically focusing on real life situations that require knowledge of fractions. Day 2 - Present the expectations and requirements of the project and distribute the worksheet for their reference. Students will then be given time to create their rough draft. Day 3 - Additional time to work on their rough draft, edit and create their nal draft. Day 4 - Final draft is due and students will read their story to the second grader that they are paired up with. Students will then be given time for self-assessment and reection. They will be asked to evaluate their own work and the second graders response to it.

Major Performance Assessment Idea adapted from... http://www.gobookee.net/get_book.php? u=aHR0cDovL3d3dy5uc2EuZ292L2FjYWRlbWlhL19maWxlcy9jb2xsZWN0ZWRfbGVhc m5pbmcvZWxlbWVudGFyeS9mcmFjdGlvbnMvZnJhY3Rpb25fc3RvcnkucGRmClRpdG xlOiBGcmFjdGlvbiBTdG9yeSBCcmllZiBPdmVydmlldyAtIFdlbGNvbWUgdG8gdGhlIC4 uLg==

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Stage III

Fraction Frenzy Unit Calendar* Day

Day 1

Lesson Name
Cookie Monster

Goal(s)
-Introduce fractions and identify them as parts of a whole. -Understand the relation of fractions to a whole and each other. -Name fractional pieces.

Activities
-Cutting cookie activity -Read aloud -Discussion -Fraction strip comparison -Small group discussion -Read aloud -Worksheet -Read aloud -Pizza order activity -Fraction strip exploration -Comparing fractions task sheet -Small group discussion -Group observations -Fraction strip exploration -Short answer questions -Fraction strip and number line comparison -Discussion -Sidewalk chalk activity

Assessment
-Class discussion -Polling of students -Class discussion -Observation -Worksheet

Day 2

Exploring Fractions

Day 3

Pizza! Pizza! (check for understanding) Equivalent?

-Demonstrate the ability to represent fractions as a number and a picture model. -Understand the term equivalent and explore ways to nd equivalent fractions.

-Pizza order activity -Observation -Observation -Fraction task sheet

Day 4

Day 5

Big, Bigger, Biggest

-Compare fractions that have like denominators. -Compare fractions that have like numerators. -Order fractions. -Understand a fraction as a number on a number line. -Represent fractions on a number line. -Represent a fraction 1/b on a number line. -Partition a number line into equal parts.

-Group ndings -Observation -Short answer responses

Day 6

Number Line Know How

-Comparison worksheet -Class discussion

Day 7

I like to move it! Move it!

-Observation -Accuracy of chalk number line. -Position on number line.

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Fraction Frenzy Unit Calendar* Day

Day 8

Lesson Name
The Swimming Spat (formal assessment)

Goal(s)
-Assess knowledge of fractions on number lines, equivalency and ability to compare. -Measure more accurately using fractions.

Activities
-The Swimming Spat worksheet

Assessment
-Math essay

Day 9

Inch by Inch

-Measure the classroom activity -Discussion

-Measure the classroom worksheet -Observation during activity -Discussion during demo -Observation -Pattern block worksheet -Fraction models -Verbal explanation

Day 10

Building Blocks

-Recognize that the size of the whole affects the size of the fraction

-Construction paper demo -Practice with pattern blocks -Pattern blocks worksheet -Create and label fraction models using manipulatives -Explain exhibit to others -Read two stories as models - Class brainstorming discussion -Expectations discussion -Bold beginning ideas -Editing -Writing nal draft -Read aloud to second grade -Self-assessment

Day 11

Fraction Museum

-Create visual representations of fractions. -Explain reasoning to classmates. -Relate fractions to everyday life situations. -Brainstorm ideas for project.

Day 12

A Fraction Story (major performance assessment)

-Class discussion

Day 13

A Fraction Story (major performance assessment) A Fraction Story (major performance assessment) A Fraction Story (major performance assessment)

-Rough draft of their fraction story.

-Completed rough draft

Day 14 Day 15

-Finish rough draft, edit and complete nal draft. -Final draft is read to second graders. -Students self-assess their end product.

-Completed nal story. -Observations during read aloud -Student selfassessments

*Some lesson ideas adapted from Georgia Department of Education. 2013. Third Grade Unit Five: Representing and Comparing Fractions. Common Core Georgia Performance Standards Framework. Retrieved from https:// www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/ CCGPS_Math_3_Unit5FrameworkSE.pdf. 12

Fraction Frenzy Hooking Lesson Plan Title of lesson: Cookie Monster Your Name: Krista Miller Length of activity: 30 minutes Overview: Students will be introduced to fractions by engaging them in a activity using cookies. Each student will decide if they would rather have 1/2, 1/4, 1/6 or 1/8 of a cookie. The cookies will be cut for students to observe and a class discussion about the results will commence in which key terms and ideas will be introduced. Central problem/ Essential question: What is a fraction? How are fractions related to whole numbers? Why do we need to learn about fractions? Why do they matter in real life? Anticipated student conceptions or challenges to understanding: Students have a sense of fairness, or how to equally divide things, which will be built upon in this lesson and related to fractions. Students have learned that as numbers increase, so does their size. If they have no previous exposure to fractional concepts, they will most naturally think that 1/8 is larger than 1/2,1/4 or 1/6. Providing a visual (dividing the cookies) will help them to discover that with fractions, the larger the denominator gets, the smaller the pieces become. Materials/Evidence/Sources: Document Camera Paper Towel Knife Cookies (one each student) Chart Paper Alligator Pie by Dennis Lee
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 !
!

Lesson adapted from

McMurray, M. (2012, February 5). Fractions are My Favorite. [Web log comment]. Retrieved from http://sforrstgrade.blogspot.com/2012/02/fractions-are-my-favorite.html

Instructional Sequence: 1. Introductory Question - Have you ever had to share food with someone? How did you divide the item so that it was fair? Today, you are each going to get a piece of a cookie to eat, YUM!!! No can gets a whole cookie, only a piece. You can chose the size of the piece that you would like, but you only get one. Here are your choices... (write these choices on the board but do not read them aloud) 1/2, 1/4, 1/6 or 1/8. Choose carefully, these are good cookies! (3 minutes) 2. After posing the introductory question, graph student selections on chart paper. Make a column for each fraction and record student names under the fraction of their choice. (3 minutes) 3. Explain to students that no one will get a whole cookie as we are beginning our study of fractions which represent pieces or parts of a whole. Identify the numbers you wrote on the board as fractions and explain that this lesson begins a unit in which students will learn what these numbers represent, how to write them, read them, compare them and put them in order. (2 minutes) 4. Cut up the cookies into the fractions listed earlier using a document camera so everyone can see. Introduce the terms numerator and denominator while cutting and have students make observations about what they represent. Ask them, which number seems to tell you how many pieces there are in all? Which number tells you the number of pieces that you get? (5 minutes)

5. Next, give students an opportunity to change their selection (if they would like too) but in order to do so, they must give you a reason for their decision. Lead children in discovering that the more pieces there are (the larger the denominator) the smaller the pieces become. Have them compare 1/2 to 1/8 and so on. Point out the fact that this may not seem right, they have always been taught that as numbers increase so does their size. Ask them how big the pieces of cookies would be if they cut it into 1/100, or 1/1,000? (10 minutes) 6. Distribute the cookies to each student (according to their selection) and as they eat read Alligator Pie by Dennis Lee to elaborate on what they have already learned. (5 minutes)
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7. Conclude the lesson by asking students about times in their lives when they have used fractions (divided things equally) without even knowing it. Tell them that fractions help us solve problems we face everyday, so its very important that we understand them. Tomorrow, we will continue our study of fractions and will learn about what to do if we want more than one piece of a whole. (2 minutes) Assessment: Students will be informally assessed when the class vote is taken prior to cutting the cookies. The proportion of students who chose 1/8 will demonstrate their initial understanding of fractions and if a misconception about size exists. Students will later be given chance to change their minds. This change will demonstrate if students are grasping the idea that the more fractional parts used to make a whole, the smaller the parts become, which is a key understanding in this lesson.

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Fraction Frenzy Elaborated Lesson Plan Title of lesson: Big, Bigger, Biggest Your Name: Krista Miller Length of lesson: 50 minutes Context of Lesson: In the previous lesson, students learned about fractional equivalency and learned effective ways to nd equivalent fractions. They used fraction strips to help them understand this abstract concept. This lesson builds on this by delving into comparing and ordering fractions, using the same fraction strips. Following this lesson, students will begin to plot fractions on a number line, as they should be able to order them. This lesson is designed to be taught as part of a third grade fraction unit. Overview: Students will use their fraction strips from the previous lesson to discover inequalities and write greater than, less than or equal to sentences about them. They will explore how to compare fractions with the same denominators and fractions with the same numerators. Central problem/ Essential question: If you have two fractions, how do you know which one is bigger? Objectives: Students will know/be able to: understand two fractions as equivalent or inequivalent (3.NF.A.3) compare fractions by reasoning about their size (3.NF.A.3) Anticipated student conceptions or challenges to understanding: Students have learned that as numbers increase, so does size. This prior knowledge must be revisited so that students dont automatically think that the fraction with the bigger numbers is larger. Fraction strips will help with this as they compare and build an understanding of the relationships between fractions.
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Materials/Evidence/Sources: Fraction strips (from previous lesson) Comparing Fractions Task Sheet Lesson adapted from
Georgia Department of Education. 2013. Third Grade Unit Five: Representing and Comparing Fractions. Common Core Georgia Performance Standards Framework. Retrieved from https://www.georgiastandards.org/Common-Core/Common%20Core %20Frameworks/CCGPS_Math_3_Unit5FrameworkSE.pdf.

Instructional Sequence: 1. Introductory Hook - Write the following problem on the board. ! Four friends are playing Red Light-Green Light. Who is winning? ! ! Mary - 3/8! ! Harry - 3/4! ! ! ! Sam - 3/6! ! Michael - 3/3!! Have students use what they know about fractions to take a guess, given only a few minutes. Record guesses with tally marks. (3 minutes) 2. Explain to students that today we are going to learn how to compare fractions and answer questions like these that we will run into at school and in life. Yesterday, we learned about how to nd equivalent fractions, today we will be comparing fractions that are not equivalent. By the end of our class, you will be able to put these fractions in order! (1 minute) 3. Have students take out their fraction strips (six strips of paper in different colors) from the previous lesson. Briey review equivalency by asking: (3 minutes) ! ! What does equivalent mean? ! ! Can you give me an example of two equivalent fractions using your strips? ! ! What fraction is equivalent to 1/2? 4. Guide students to compare fraction strips, this time looking specically at individual sections such as 1/2 and 1/8 and determining which is longer or shorter. Put students in groups of 2-3 and give them time to write down observations from comparing these strips. Give them the following guiding questions: (5 minutes) ! ! Place 1/2 strip on your desk. How may strips are less than 1/2? ! ! Place a 1/8 strip on your desk. How many strips are less than 1/8? 5. Have students compare 1/2 and 1/4. Discuss which is longer and which is shorter. Ask students how they could represent this using < , > or =. Repeat this activity using several different examples. (5 minutes) 6. Strategy #1 - Same denominators, different numerators. Have students work in groups of 2-3 again. Have them make three rows, row one containing 1/3 strip, row two containing 2/3 strip and row three containing 3/3 strip. On a sheet of paper have them record the fractions from smallest to largest. What do they notice about the denominator? (its the same) What do they notice about the numerator? (it increases). Guide them in discovering that when the denominators are the same,
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you put the fractions in order by their numerator. Repeat this activity with 1/6. (8 minutes) 7. Informal Assessment - List 1/4, 3/4, 2/4 and 4/4 on the board. Ask students to use thumbs up, thumbs down to tell you whether or not they could put these number in order from smallest to largest. (1 minute) 8. Strategy #2 - Same numerator, different denominators. Now have students place the fractions 1/2, 1/3, 1/4, 1/6 and 1/8 on their desk. Have them arrange the strips from shortest to longest. (1/8, 1,4, 1/6, 1/3, 1/2) What do they notice about the numerators? (they are the same) What do they notice about the denominators? (the smaller they are, the bigger the strip). Guide them to discovering that when the numerators are the same, you put the fraction in order by reversing the denominator order (the smaller the denominator, the longer the strip). Relate this back to the cookie lesson, where the larger the denominator was, the more pieces the cookie was cut into. Repeat this activity using 2/2, 2,3, 2/4, 2/6, 2/8. (8 minutes) 9. Informal Assessment - List 4/8, 4/4, 4/6 on the board. Ask students to use thumbs up, thumbs down to tell you whether or not they could put these number in order from smallest to largest. (1 minute) 10. Have students work in groups to complete the Strategies for Comparing Fractions Worksheet (see Appendix C). During this time, monitor the groups, checking for understanding and assisting students as needed. (10 minutes) 11.To conclude the lesson, revisit the Red Light, Green Light problem. Ask students how they would go about solving the problem now. Which strategy would they use? Informally assess student learning according to their responses. Let student know that these two strategies are the most important ideas of the day and that they will get a lot more practice using them in the future. (5 minutes) Assessment: Throughout this lesson, there are many oral questions that will give me an idea of their understanding. There are also two informal assessments (included in the instructional sequence) one after each key strategy. These responses will guide instruction, demonstrating a need to either spend more time on the strategy or move on. Their discussions during group time will also be closely monitored and their worksheets will be reviewed.

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Stage IV - Reection

As I reect on this project, I am convinced that my view of teaching and learning

has been inuenced signicantly. The process of designing a unit using backward design has taught me how essential it is to know the overarching concepts of a unit. Those concepts hold the unit together and provide the structure that students need to make sense of the information that they are exploring. It was very difcult at rst to weed out the key concepts or big ideas from the knowledge and skills that will need to be taught. However, once that was gured out, I understood the framework of the unit much better myself, and know that I can teach it more effectively because of that understanding.
!

The biggest challenge that I faced was creating a major performance

assessment that encompassed all of the key understandings and skills of the unit. Mine hit some of the key skills including the ability to represent fractions in various ways, the explanation of key terms and the ability to compare and order fractions. However, it did not address the standards that involve representing fractions on a number line or equivalency. I made sure to assess those concepts during my math essay, but struggled to nd an all inclusive nal assessment. There were many I found that were more computation based, but none that met the criteria of a true performance assessment. ! I am most proud of stage one and my hooking lesson. Stage one did not come

easily for me, but in the end I am very satised with it. It required a lot of deep thinking and research. I feel that it represents the content standards well and hits all of the key skills and understandings that students will need. My hooking lesson was the most fun
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for me to create. I love to engage students, especially using real world objects or manipulatives in math. I feel that the hook will grab students attention and hold their interest as they try to gure out if they selected the largest piece of cookie possible. It addresses some common misconceptions and can act as a bridge between students prior fraction knowledge and the new concepts and terms being introduced. ! I will denitely use this new understanding when planning units and lessons in

the future. I can very clearly see why it is important for teachers to know which content standards they are addressing, the key concepts, and the objectives for every lesson that they teach. I dont want to just be a teacher, I want to be a great teacher. I really feel that this project has helped me to develop some of the skills that I will need to do that.

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A Fraction Story
In the next few days you are going to have a very important job. You are going to be authors. A special group of students in our school are depending on you! You have been learning a great deal of information about fractions. Using this information, you are going to create a storybook that uses fractions, just like the two we just read. These books will then be read to second graders so it will be easier for them to learn about fractions next year. Your Story Should... include the fractions 1/2, 1/3, 1/4, 1/6 and 1/8. include a picture model of each fraction in your story. include a description of each fraction as a number. use the key words numerator and denominator and explain what they are. the fractions must appear in the story in order, either from largest to smallest or smallest to largest. be at least six pages in length. include illustrations to make it interesting for second graders. include complete sentences, proper spelling and grammar.

(Appendix A)
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(Appendix B) 22

(Appendix B) 23

Name:_______________________________________________ Date: _______________

COMPARING FRACTIONS
Use your Fraction Strips to answer the following questions. Using complete sentences and math words, write 3 observations you and your group made about fraction inequalities, comparing fractions with the same denominators, and comparing fractions with the same numerators.

1. Write a number sentence using <, >, or = for the fractions 1/2 and 3/8.

2. Write two number sentences using <, >, or = using 1/6, 1/8, 1/3, 1/2, 1/4.

3. Pretend you had fraction strips for 1/5. Put the following fractions in order from smallest to largest: 1/5, 5/5, 3/5, 4/5, 2/5. Draw a picture below to help explain your answer.

4. Using what you have learned about comparing fractions, put the following fractions in order from least to greatest: 3/4, 3/7, 3/3, 3/8. Draw a picture below to help explain your answer. Stretch your brain - where would 3/2 go? What might 3/2 look like?

*Adapted from Georgia Department of Education, Common Core Performance Standards Framework Third Grade Mathematics Unit 5.

(Appendix C) 24