nterpretdivisionofaunitfractionbyanon- ple,createastorycontextfor(1/3) plainthat(1/3) 4 1/12because(1/12)x4 ontextfor4 toexplainthat4 (1/5) 20because20x(1/5) ractionsbynon- ually?Howmany1/3- computequotientsoffractions,andsolvereal- extfor(2/3) oexplainthat(2/3) (3/4) 8/9because3/4of8/9is2/3.(Ingeneral,(a/b) (c/d) hare½lbofchocolateequally?Howmany3/4- le?Page1of9MCC@WCCUSD03/22/13
InstructionalResources/Materials:- ‐ ClasssetsofFractionTiles- ‐ ewtipsforusingFractionTiles(oranymanipulative):1. tudents.2. passedoutandreturnedinthesamemanner.3. ereturningtheFractionTiles.4. ulforselectingtheFractionTilesforeachexample.5. chproblem.Page2of9MCC@WCCUSD03/22/13
9MCC@WCCUSD03/22/13
?Whatpartofthewholeiseachpiece?Model:If the cake is cut into 4 pieces, eachpiece is how much of the whole?YouTry2Problem:Think/Ask:Simplify:How canbe broken into 3 pieces?Model:Page4of9MCC@WCCUSD03/22/13
k/Ask:Simplify:Howmany’s arein?Model:AnotherModel126354There are 6 ’s in .Example4Problem:Think/Ask:Simplify:Howmany’s arein?Forthemodel,takefive- o- ‐thirds.Todothis,lineupfractiontilesoftwo- ‐thirdsabove(orbelow)five- ‐sixths.Noticethatwehaveonegroupoftwo- ‐thirdsrepresentedbythefour- ‐sixths(orfourone- ‐sixths).Nextweneedtofigureourhowmuchoftwo- ‐thirdsistheone- forgroupsoftwo- ‐thirds,two- okfourone- ‐sixthstomakethe“whole”.Theleftoverone- kethewhole.Therefore,itisone- ‐fourth.Wehaveonewholegroupoftwo- ‐thirdsandone- ‐fourthofagroupoftwo- ‐thirds.Model:1Page5of9MCC@WCCUSD03/22/13
rein?Model:Wearelookingforgroupsofone- ‐half,therefore,one- ‐halfbecomesthe“whole”.Howmanygroupsofone- ‐halfareinone- ‐fourth?Thereisonlyhalfofagroupofone- ‐halfinone- ‐fourth.(Anotherwayofsayingthisis,one- ‐fourthishalfofone- roupsofarein?Model:1groupofthree- ‐fifthsinnine- ‐tenths.1GROUP ½G ROUPHowmanygroupsofthree- ‐fifthsareinthree- ‐tenths?Three- ‐fifthsisone- ‐halfofthree- ‐tenths.Page6of9MCC@WCCUSD03/22/13
Warm-UpyCST:5NS2.4/5.NF.7ba.9b.9 14c.12 e7of9MCC@WCCUSD03/22/13x
Warm- Method1 od2:D fMCC@WCCUSD03/22/13
ne- ‐fifthsineachone- ‐unit.Therefore,thereare15one- ‐fifthsin3.111Model2:CirclesTherearefiveone- ‐fifthsineachone- ‐circle.Therefore,thereare15one- SD03/22/13
Page6(of(9( MCC@WCCUSD(((03/22/13(YouTry&3& Problem:(((((Think/Ask:(((((Simplify:
Page 1 of 12 MCC@WCCUSD 03/13/15! GradeLevel/Course:&Grades!3)6& Lesson/UnitPlanName:!Multiplication!Facts!Made!
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Third and fourth graders had access to 129 programs, while youth at both ends of the age spectrum had far fewer programs serving these critical transition periods. GRADES Preschool, K Grades 1-2 Grades 3-4 Grades 5-6 Grades 7-8 Grades 9-10 Grades 11-12 Transition to College 46 119 129 119 80 66 57 15 NUMBER OF PROGRAMS SERVED
Grades 6-8 Boys Athletics, Grades 7-8 Girls Athletics, Grades 7-8 Art, Levels 1-2 HS Art I Band, Levels 1-3 Mariachi, Levels 1-3 Choir, Levels 1-3 Theatre Arts, Levels 1-3 Spanish 1, Grades 7-8 Spanish 1 for Native Speakers, Grades 7-8 Spanish II, Grade 8 Leadership Grade 6 Intro to Comp. Sci., Grade 6 AVID, Grades 7-8 Multimedia Grades 7-8 .
Use the Missing and Current Term buttons at the top to filter assignments. Grades The Grades tool shows all of the grades earned by the student for all tasks (such as Quarter or Semester grades) and standards. Posted grades are displayed in bold, with In-Progress grades indicated as "In-progress." Where the grey arrow displays for a