#### Transcript Grade 5 Module 3 Focus PPT

```A Story of Units
A Story of Units
A Story of Units
Session Objectives
• Examine the development of mathematical
Subtraction of Fractions.
• Explore specific lessons to support planning.
• Review key mathematical models and instructional
strategies to support student understanding.
A Story of Units
Curriculum Overview of A Story of Units
A Story of Units
Agenda
Module 3 Overview
Lesson Study – Demonstration and Practice
• Lessons 1 & 2
• Lessons 3, 4, 6, & 7
• Lessons 8, 9, 11, & 15
Module Review
A Story of Units
Module Overview
Students extend their
understanding of fraction
equivalence and whole
subtract fractions.
Page i.
A Story of Units
Topic A: Equivalent Fractions
4.NF.1, 4.NF.3c, 4.NF.3d
Lesson 1 Objective:
Make equivalent fractions with the
number line, the area model, and
numbers.
1
= =
2
Lesson 1, CD, Problem 1, Page 3.A.4.
A Story of Units
Topic A Demonstration: Lesson 1
5
4
=
Lesson 1, CD, Problem 4, Page 3.A.6.
A Story of Units
Topic A Practice: Lesson 2
Lesson 2 Objective: Make equivalent fractions with
sums of fractions with like denominators.
• Browse the CD.
• Study Problem 5, on page 3.A.21.
Lesson 2, CD, Problem 5.
A Story of Units
Topic A Debrief
• How does using the number line as a tool support
understanding of fraction equivalence?
• How many fractions share the same
point on a number line?
Lessons 2 Debriefs, page 3.A.22.
A Story of Units
Topic B: Making Units Pictorially
Lesson 3 Objective:
Add fractions with unlike units using
the strategy of creating equivalent
fractions.
1
3
1
2
+ =
Lesson 3, CD, Problem 2, 3.B.7.
A Story of Units
Topic B Demonstration: Lesson 3
2 2
+
5 3
6 10
=
+
15 15
=
16
15
=
1
1
15
Lesson 3, CD, Problem 4, 3.B.9.
A Story of Units
Topic B Study: Lesson 4
Lesson 4 Objective:
Add fractions with sums between 1 and 2.
• Browse through Lesson 4.
• Study the student work on page 3.B.25:
Problem 1:
2
3
1
2
+ =
Lessons 4, Problem Set, Question 1, Student Work
A Story of Units
Lesson 4: Debrief
L4 Objective: Add fractions with sums between 1 and 2.
•
•
•
•
How is L4 different from L3?
What model was used to solve this problem? How was it helpful?
What process was used to rename 7 sixths?
Would you use these same questions with fifth grade students?
Lesson 4, Student Debrief, Question 1, 3.B.25.
A Story of Units
Topic B Study: Lesson 6
Lesson 6 Objective:
Subtract fractions from numbers
between 1 and 2.
• Browse through Lesson 6.
• Study CD, Problem 1 on page 3.B.48 :
1
1
3
1
2
− =
Lessons 6, Concept Development, Problem 1
A Story of Units
Lesson 6: Debrief
L6 Objective: Subtract fractions from numbers between 1 and 2.
• How are these two solutions the same? Different?
Lesson 6, Student Debrief, Problem 1, 3.B.48.
A Story of Units
Topic B Problem-Solving Practice: Lesson 7
L7 Objective: Solve two-step word problems.
Shelby bought a 2 ounce tube of blue paint.
𝟐
𝟑
She used ounce to paint the water,
𝟑
𝟓
ounce to paint the sky, and some to paint a
flag. After that she has
𝟐
𝟏𝟓
ounce left. How
much paint did Shelby use to paint her flag?
Solve before you look. 
Lesson 7, CD, Problem 3, Page 3.B.62.
A Story of Units
Topic B Problem-Solving Practice: Lesson 7
Lesson 7, CD, Problem 3, Page 3.B.62.
A Story of Units
Topic C: Making Like Units Numerically
Topic C: Making Like Units Numerically
Lesson 8 Objective:
Add fractions to and subtract fractions from
whole numbers using equivalence and the
number line as strategies.
3
1+1 =
4
Lesson 8, Concept Development, Problem 1, Page 3.C.5.
A Story of Units
Topic C Demonstration: Lesson 8
2
3−1
3
2
= 3−1 −
3
2
=2−
3
1
=1
3
Lesson 8, Concept Development, Problem 5, Page 3.C.8.
A Story of Units
Topic C Study: Lesson 9
Lesson 9 Objective:
Add fractions making like units numerically.
• Browse through Lesson 9.
• Study CD, Problem 4 on page 3.C.21 :
2
3
1
4
1
2
+ + =
Lesson 9, CD, Problem 4, page 3.C.21.
A Story of Units
Participant Practice: Lesson 9 Debrief
L9 objective: Add fractions making like units numerically.
• What patterns have you observed while finding
common units?
• What strategies can students use
to find common multiples?
Lesson 9, Student Debrief of CD, Problem 4, page 3.C.21
A Story of Units
Topic C Study: Lesson 11
Lesson 11 objective:
Subtract fractions making like units numerically.
• Browse through Lesson 11.
• Study CD, Problem 4 on page 3.C.50 :
3
3
5
−
1
2
2
=
Lesson 11, CD, Problem 4, page 3.C.50.
A Story of Units
Participant Practice: Lesson 11 Debrief
L11 Objective: Subtract fractions making like units numerically.
• How are these three solutions alike? Different?
Lesson 11, Student Debrief CD, Problem 4, page 3.C.50.
A Story of Units
Topic D: Problem-Solving Practice, Lesson 15
Topic D: Further Applications
Lesson 15 Objective: Solve multi-step word problems; assess
reasonableness of solutions using benchmark numbers.
Gavin had 20 minutes to do a three3
problem quiz. He spent 9 minutes on
4
4
question 1, and 3 minutes on question 2.
5
How much time did he have left for
question 3? Write the answer in minutes
and seconds..
Solve before you look. 
Lesson 15, CD, Problem 4, Page 3.D.34.
A Story of Units
Topic D Problem-Solving Practice: Lesson 15
Lesson 15, CD, Problem 4, Page 3.D.34.
A Story of Units
Summary of Module 3
Topic A: Equivalent Fractions
Topic B: Making Like Units Pictorially
Topic C: Making Like Units Numerically
Topic D: Further Applications
26
A Story of Units
Biggest Takeaways
Turn and Talk:
• What’s one big idea in this module?
• How does this module progress from
concrete to representational to
abstract?
• What tools are used to enhance and
ensure students’ understandings?
A Story of Units