Jeffas- Capstone Project

Where do we see fractions in our daily lives and how are they used?

How can fractions represent a number that is a portion of a whole or a point on a number line?

How can you use models and number sense to understand fraction equivalence and comparison?

Essential Questions:

How can you name the equal parts of a whole?
How can you show and name parts of a region?
How can you record fractions on a number line?
How can different fractions name the same part of the whole?
How can you use number lines to find equivalent fractions?
How can you compare fractions with the same denominator or the same numerator?
How can benchmark fractions be used to compare fractions?
How can you compare fractions using a number line?
How can you use fraction names to represent whole numbers?

Student will be able to:

To understand how to read and write unit fractions for equal-sized parts of a region.
Use a fraction to represent multiple copies of a unit fraction.
Represent fractions on a number line.
Find equivalent fractions that name the same part of the whole.
Represent equivalent fractions on a number line.
Use models to compare fractions that refer to the same whole and have the same denominator or same numerator.
Use benchmark fractions to compare fractions.
Use number lines to compare fractions.
Use fraction names to represent whole numbers.

NJSL Standards:

Math

3.NF.A.1 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.

3.NF.A.2.a - 2. 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.

3.NF.A.2b - 2. Understand a fraction as a number on the number line; represent fractions on a number line diagram. 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.

3.NF.A.3a - 3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

3.NF.A.3b - 3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.

3.NF.A.3c - 3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

3.NF.A.3d - 3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Technology

8.1.5.A.1 - Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

8.1.P.C.1 - Collaborate with peers by participating in interactive digital games or activities.

Bloom's Taxonomy

Remember- Students will define fractions and recall vocabulary terms at the end of the lessons.

Understand- Students will explain how to compare fractions, identify equivalent fractions, and describe how fraction names can represent whole numbers.

Apply- Students will solve a variety of problems that include fraction concepts, and will demonstrate how to find equivalent fractions.

Analyze- Students will organize fractions on a number line and compare benchmark fractions to different fractions.

Evaluate- Students will describe how fractions are different from each other, and compare fraction with each other.

Create- Students will design, develop, and create a Google Slides presentation that shows mastery of the different fraction applications.

Gardner's Multiple Intelligences

Visual-Spatial- Students will use models as visuals to show and compare fractions, and draw pictures of fractions to help compare and find equivalent fractions.

Bodily-Kinesthetic- Students will use manipulatives to create models of fractions and use chromebooks to view the lessons.

Musical- Videos implemented in this unit will include music to aid in learning.

Interpersonal- Students will collaborate with partners throughout each lesson and work together to solve fraction problems. They will also create a presentation at the completion on the unit with a group of students.

Intrapersonal- Students will have the option to work by themselves on lessons, and they will complete their daily assessments independently.

Linguistic-Verbal- Students will use computers to read information and complete fraction problems. They will also be able to construct arguments about fractions and explain how they are different and similar.

Logical-Mathematical- Students will solve a variety of fraction problems of all different levels, be able to explain why someone solved a fraction problem incorrectly, and use computer games to extend their learning and problem solving.

Naturalistic- Students will be able to apply fractions to the world around them. Students will make their final project about fractions and how they are seen in the real world.

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