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Gr 3_NF_FractionsEquivalence_ThinkPairShare_Critique

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I used this task in my 3rd grade classroom as an introduction to equivalent fractions. Students were given a visual, as well as a written description of 2 different ways that students split a pizza. The idea was for students to shade in fraction pieces and see that the 2 fractions were equivalent, however students were not told how to go about solving the problem. The task gives students a place to write their claim and argument, as well as a place to write what their partner thinks.

Microsoft Word version: 3_NF_FractionsEquivalence_ThinkPairShare_Critique

PDF version: 3_NF_FractionsEquivalence_ThinkPairShare_Critique

Gr 3_NF_FractionsEquivalence_Problem_Critique_WhatDoYouThink

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What Do You Think is for third graders to understand the concept of fraction equivalence. Students are given a square divided into sections, with some of them shaded, and two responses as to the amount of squares shaded. Argumentation language is used when asking students to critique the given responses and explain their own thinking.

Microsoft Word version: 3_NF_FractionsEquivalence_Problem_Critique_WhatDoYouThink

PDF version: 3_NF_FractionsEquivalence_Problem_Critique_WhatDoYouThink

Gr 3_NF_FractionsComparing_Problem_Critique_ComparingFractions

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This task was used with third graders to develop fractional number sense. It emphasizes the relationship of the denominator to the size of a unit fraction. Students struggle with this fundamental understanding of fractions because it contradicts the relationship of whole numbers that they are familiar with (i.e. as the number in the denominator gets larger, the value of the unit fraction gets smaller). This task requires students to realize that the denominator signifies the number of equal parts in the whole. Consequently, the more equal parts there are in the whole, the smaller each fractional part becomes.

Microsoft Word version: 3_NF_FractionsComparing_Problem_Critique_ComparingFractions

PDF version: 3_NF_FractionsComparing_Problem_Critique_ComparingFractions

Gr 3_NF_FractionsComparing_Problem_Critique_DifferentIdeas

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Different Ideas is a task designed for third graders to understand how to compare two fractions with the same numerator but different denominators. Students must critique Penelope’s idea that the bigger fraction is the one with the bigger denominator. Argumentation language is used when reminding students to provide a claim, evidence, and warrants.

Microsoft Word version: 3_NF_FractionsComparing_Problem_Critique_DifferentIdeas

PDF version: 3_NF_FractionsComparing_Problem_Critique_DifferentIdeas

Gr 3_NF_Fractions_Problem_Construct_ChangingDenominators

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This task was used with fifth graders to develop fractional number sense. It emphasizes the relationship of the denominator to the size of a unit fraction. Students struggle with this fundamental understanding of fractions because it contradicts the relationship of whole numbers that they are familiar with (i.e. as the number in the denominator gets larger, the value of the unit fraction gets smaller). This task requires students to realize that the denominator signifies the number of equal parts in the whole. Consequently, the more equal parts there are in the whole, the smaller each part becomes.

Microsoft Word version: 3_NF_Fractions_Problem_Construct_ChangingDenominators

PDF version: 3_NF_Fractions_Problem_Construct_ChangingDenominators

Gr 3_NF_Fractions_Problem_Critique_ShadingAWholeSquare

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This task is used with third graders to develop fractional number sense along with visual and spacial awareness. Students must look at a square that is broken into different sized parts and determine if one fourth of the square is shaded. This requires students to understand what one fourth looks like. Students must understand that four fourths make a whole and be able to see this visually. The problem asks students to critique a student prediction by agreeing or disagreeing and creating an argument.

Microsoft Word version: 3_NF_Fractions_Problem_Critique_ShadingAWholeSquare

PDF version: 3_NF_Fractions_Problem_Critique_ShadingAWholeSquare