Bonnie Palmer 12/3/13 Progressions for CCSS in Math: 3-5 Number and Operations- Fractions Grades 1 and 2 -fraction

language used to describe partitions of shapes into equal shares Grade 3 -the whole can be a shape (circle, rectangle, line segment, etc.) -start with unit fractions (numerator 1) -then build fractions from unit fractions (3/4 is three 1/4s together) -no need to introduce proper and improper fractions -two important aspects of fractions: specifying the whole and explain what is meant by equal parts -initially students use the notion of same size and same shape to explain why parts are equal but later students come to understand that equal parts mean parts with equal measurements -goal is for students to see that unit fractions are the basic building blocks of fractions -on a number line, the whole is the unit interval (interval from 0-1) -equivalent fractions: look at fraction strips; see whole numbers as fractions (esp. 1) -comparing fractions with same denominator; see that for unit fractions, the one with the larger denominator is smaller -when comparing fractions, make sure that each fraction refers to the same whole Grade 4 -whole can be collections of objects -equivalent fractions -multiply the numerator and denominator of a fraction by the same non-zero whole number results in a fraction that represents the same number as the original fraction -fundamental property: fundamental fact in disguise: -no mathematical reason why fractions need to be written in simplified form although it is convenient in some cases -understanding of equivalent fractions allows students to compare fractions with different numerators and different denominatorsrewrite fraction with same denominator -students can reason comparing fractions using benchmarks such as and 1 -adding fractions is like adding whole numbers in that you are putting together two values -see a fraction as a sum of unit fractions -students learn to decompose and compose fractions with the same denominator -use mixed and improper fractions -solve word problems using addition and subtraction of fractions and multiplication of a fraction by a whole number -multiplication of a fraction by a whole number: see a fraction as the numerator times the unit fraction with the same denominator -fractions with denominators of 10 and 100 are called decimal fractions, connection between dollars and cents -learn to add decimal fractions by converting them to fractions with the same denominator, the number of digits to the right of the decimal point indicate the number of zeros in the denominator -compare decimals using the meaning of a decimal as a fraction Grade 5 -understand expressing both summands in terms of the same unit fractions when adding fractions -learn how to re-express both fractions in terms of a new denominator -general formula for sum of two fractions: -make sense of fractional quantities when solving word problems by estimating answers mentally to see if they make sense -connect fractions with division -general formula for product of two fractions: a, b, c, and d are whole numbers, b and do are not zero -understand multiplication as scaling Progressions for CCSS in Math: 6 Ratios & Proportional Relationships Grade 6 -ratios arise in situations in which two (or more) quantities are related -the multiplication table rows and columns can provide good initial contexts when ratios and proportional relationships are introduced -work with tables of quantities in equivalent ratios (ratio tables) -ratio language: for every, for each, for each 1, and per -graph pairs of values displayed in ratio tales on coordinate axes -important for students to focus on the rows (or columns) of a ratio table as multiples of each other -students should start to consider entries in ratio tables beyond those they find by skip counting, including larger entries and fraction or decimal entries (use multiplication and division) -measurement conversion provides opportunities for students to use relationships given by unit rates

Main Take-Away Point: Students understanding of fractions and ratios is not all introduced at one time. A solid understanding of previous years content is very important for understanding during a given year.