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Fraction Progressions PD Module

Presented to [group/school]
on [date] A Multi-State Effort
Developed by State Math Leads
from KS, KY, MS, UT, & WY

WDE Contact:
Laurie.Hernandez@wyo.gov
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Grades 2 – 6
Fraction Progressions
Agenda
• Objectives of Presentation
• Fraction Overview
• The Meaning of Fractions
• Equivalent Fractions
• Comparing Fractions
• Operations with Fractions
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OBJECTIVES
• Gain an understanding of the fraction
progressions across Grades 2-6, informed by
research on children’s cognitive
development and the structure of
mathematics.

• Collaborate within and across grades.

• Further develop professional learning using

additional resources by grade level.
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Key Questions to Consider Throughout the

Day:
• What type of FOCUS do I need in my grade level to
help a student be successful on a problem such as
this?

• How do we work together within AND across grade

levels to ensure COHERENCE?

• How do we maintain proper RIGOR in our

instruction including: Conceptual Understanding,
Fluency, and Application?
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Fraction Overview
• Please refer to the Fraction Progressions
Overview document.

▫ Please read the document individually.

▫ Underline the sentences which you believe are the

most important in unit development.

▫ Share your sentences with the group. (10 min.)

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Fractions Progressions Overview

http://youtu.be/X9NFEZIkoH0

2:41 minutes
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Activity (10 min.)

• Work in pairs using your CCSS-M document to:

▫ Complete the Fractions Progressions Table by
identifying the fraction standards in grades 2, 3, 4,
or 5 that match the descriptors. (5 min.)

▫ Label the grade, domain, and cluster (i.e. 2.G.1; 2 nd

grade – Geometry – Cluster #1). *note: gray
boxes remain blank.

▫ Share your findings with the group.

 FRACTIONS PROGRESSIONS
GRADES 2 & 3 GRADE 4 GRADE 5
The meaning of fractions

The number line and number

line diagrams

Equivalent Fractions Equivalent Fractions

Adding and subtracting fractions Adding and subtracting fractions

Comparing fractions Comparing Fractions

Multiplication of a fraction by Multiplying and dividing

whole number fractions

Multiplication as scaling

Decimals

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 FRACTIONS PROGRESSIONS
GRADES 2 & 3 GRADE 4 GRADE 5
The meaning of fractions
2.G.3/3.NF.1
The number line and number
line diagrams
3.NF.2.a, b
Equivalent Fractions Equivalent Fractions
3.NF.3.a, b, c 4.NF.1

Adding and subtracting fractions Adding and subtracting fractions

4.NF.3.a, b, c/4.NF.3.d 5.NF.1/5.NF.2

Comparing fractions Comparing Fractions

2.MD.3/3.NF.3.d 4.NF.2

Multiplication of a fraction by Multiplying and dividing

whole number fractions
4.NF.4.a, b, c 5.NF.3/5.NF.4.a/5.NF.6/5.NF7.a
Multiplication as scaling
5.NF.5.a/5.NF.5.b

Decimals
4.NF.5/4.NF.6/4.NF.7

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Where are the

Cookies?
 Mrs. James left a tray of cookies on the counter early one
morning. Larry walked by before lunch and decided to take
of the cookies on the tray. Later that afternoon Barry came
in and ate of the remaining cookies. After supper Terry
saw the tray of cookies and ate of the cookies remaining at
that time. The next morning Mrs. James found the tray
with only 6 cookies left. How many cookies were on the
tray when Mrs. James first left it on the counter?
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Unit 1: The Meaning of Unit Fractions

http://vimeo.com/66775207#at=0

5:39 minutes
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Activity (10 min.)

• Read the section of the Progressions Document

on development of the meaning of fractions and
the number line.

• Work in pairs to answer the following question:

▫ What are the important aspects of fractions that
provide opportunities for the mathematical
practice of attending to precision?
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Specifying the
Whole

Explaining what is
meant by
“equal” parts
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Unit 2: Equivalent Fractions

http://vimeo.com/68240897#at=0

4:49 minutes
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Equivalent Fractions
 
Using an area model prove and justify that:

 4.NF.1 Explain why a fraction is equivalent to a fraction by using visual fraction models, with
attention to how the number and size of the parts differ even though the two fractions
themselves are the same size. Use this principle to recognize and generate equivalent
fractions.
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Equivalent Fractions
 
Using an area model prove and justify that:

 
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3–5 Number and Operations—Fractions Progressions

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Discussion (5 min.)

• After watching the video and doing the activity,

how has your perception of equivalent fractions
and creating experiences for students about
equivalent fractions changed?
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Unit 3: Comparing Fractions

http://vimeo.com/68253451#at=0

7:09 minutes
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Which Fraction is Larger?

(The following fractions are for demonstration purposes only and are NOT grade specific.)

 1. Using number line diagrams, determine which fraction in

each pair is larger.

a. b. c.

2. What rules about the relative sizes of fractions can you state
from these examples? Be as precise as you can in expressing
your rules, without using the terms: “numerator”,
“denominator”, “top number” , or “bottom number”.
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Activity (10 min.)

• Read the section of the Progressions Document

on Grade 4 Equivalent Fractions.

• Work in pairs to answer the following question:

▫ How can the use of area models and number line
diagrams solidify a student’s understanding of
fraction comparison?
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Unit 4: Adding Fractions

http://vimeo.com/71842832#at=0

5:37 minutes
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Activity (3 min.)

• Solve
  the following problem without using the
traditional “common denominator” approach:
 Demonstration of one Possible Solution

93
  

1𝑢𝑛𝑖𝑡
 
12
4
                       

1
4
  

1𝑢𝑛𝑖𝑡
 
12
3
                       

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 Final Solution
9/12 13
 
4 / 12
12

                         

1𝑢𝑛𝑖𝑡
 

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Activity (5 min.)

• Read the section of the Progressions Document

on Grade 4 and Grade 5 Adding and Subtracting
Fractions.

• Work in pairs to answer the following question:

▫ How could a student build on their previous
understanding of adding/subtracting whole
numbers in order to add/subtract fractions?
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Unit 5: Multiplying Fractions (Part 1)

http://vimeo.com/71857774#at=0

3:57 minutes
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Questions for Discussion (10 min.)

• Work in pairs to:

▫ discuss how multiplying a fraction by a whole
number is similar to/different from multiplying
whole numbers. (5 min.)

▫ discuss some of the misconceptions students may

have when multiplying a fraction by a whole
number. (5 min.)
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Unit 6: Multiplying Fractions (Part 2)

http://vimeo.com/71859340#at=0

5:48 minutes
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Questions for Discussion (10 min.)

• Work in pairs to:

 discuss one advantage and one disadvantage of using
an area model when multiplying two fractions.

 create an area model that justifies each of your

responses.
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Questions for Discussion (5 min.)

• With your partner discuss how transparencies

and color markers can be used to model the
problem below:

3 2 3 2
 
4 5 45
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Demonstration of one Possible Solution

 Model for  Model
 Modelfor
for

  Rotate 90
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Activity (15min.)

• Read the section of the Progressions Document

on Grade 4 and Grade 5 Multiplying and Dividing
Fractions. (10 min.)

• Work with a partner to respond to the following

item:
▫ Explain how creating a story/real-world context
might assist a student in understanding fraction
multiplication. (5 min.)
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Unit 7: Dividing Fractions

http://vimeo.com/71907763#at=0

4:50 minutes
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50-Pounds of Rice

If 9 people want to share a 50-pound sack of

rice equally by weight, how many pounds of
rice should each person get? Using a visual
model, show how each person gets the same
amount. (5 min.)
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Multiplying/Dividing Fractions
Discussion Questions (10 min.)
• What models are used for multiplying/dividing
fractions in the videos and Progressions?

• What are the advantages to using different

models of multiplying/dividing fractions?
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Where are the

Cookies? (3 min.)
 Mrs. James left a tray of cookies on the counter early one
morning. Larry walked by before lunch and decided to take
of the cookies on the tray. Later that afternoon Barry came
in and ate of the remaining cookies. After supper Terry
saw the tray of cookies and ate of the cookies remaining at
that time. The next morning Mrs. James found the tray
with only 6 cookies left. How many cookies were on the
tray when Mrs. James first left it on the counter?
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Questions for Discussion (12 min.)

• Work with a partner to respond to the following
items:
▫ How would your students approach this problem?

▫ What conceptual understanding of fractions does a

student need in order to solve the previous problem?

▫ What instructional strategies would you use to reach

students at various levels of mathematical ability?
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Questions for Further Investigations (7

min.)
• What opportunities should students be given to
assist with building their conceptual
understanding of fractions?

• How do the various models of fractions build

understanding? What are the consequences of a
student being bound to one model (e.g. only
using circles)?
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Questions for Further Investigations (7 min.)

• Whole group:
▫ How could various models have been used to
facilitate understanding of any of the previous
activities and what does the student’s choice of
model tell the teacher about student
understanding?(7 min.)
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Reflections (15 min.)

• Discuss as a whole group the following:

 What type of FOCUS do I need in my grade level
to help a student be successful on a problems
similar to those presented in today’s professional
development?

 How do we work together within AND across

grade levels to ensure COHERENCE?

 How do we maintain proper RIGOR in our

instruction including: Conceptual Understanding,
Fluency, and Application?
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Next Steps
• Work with your students, gather student work,
re-visit, and share students’ understanding and
misconceptions with team or PLC.
▫ What worked?
▫ What didn’t?
▫ Evaluate if individual students are ready to move
on to the next concept.
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Homework – Reflection of Conceptual

Understanding
• What opportunities should students be given to assist with
building their conceptual understanding of fractions?
• How do the various models of fractions build understanding?
List some possible outcomes of a student being bound to one
model?
• How does your instruction allow for students to develop
conceptual understanding of fractions? How is this
embedded in your school’s math program?
• How do you provide opportunities for students to
demonstrate conceptual understanding of fractions? How
does your school’s math program support students’
demonstrating conceptual understanding of fractions?
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Feedback & Reflection

Professional Development
Feedback Form
 
Title: Fraction Progressions PD
  
Please reflect on this training.
Your feedback is appreciated. 
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Questions?