Series Connecting Math to RealWorld Tasks: Understanding Fractions through RealWorld Tasks
Math.Practice.MP4
 Common core State Standards
 Math: Math
 Practice: Mathematical Practice Standards

MP4: Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, twoway tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Math.3.NF.A.1
 Common core State Standards
 Math: Math
 3: Grade 3
 NF: Numbers & OperationsFractions
 A: Develop understanding of fractions as numbers

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.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, 8.
Math.3.NF.A.2a
Common core State Standards
 Math: Math
 3: Grade 3
 NF: Numbers & OperationsFractions
 A: Develop understanding of fractions as numbers

2a:
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
a. Represent a fraction 1/b on a number line diagram by defining 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.
b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, 8.
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Discussion and Supporting Materials
Thought starters
 Why is it helpful to begin by activating students' prior knowledge?
 How does Ms. Franco encourage students to push each other's thinking?
 When does Ms. Franco listen actively without evaluation?
 Why is this important?
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School Details
Orange Grove Elementary School3525 West County 16 1/2 Street
Somerton AZ 85350
Population: 343
Data Provided By:
Teachers
Maria Franco
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