Fractions present students in early to middle elementary school with a big challenge. For the first time, they are faced with numbers that do not represent whole numbers, and do not follow the same operational rules as whole numbers. For that reason, in some countries – like Japan – operations with fractions are not taught until students reach fifth grade. In the U.S., the common core standards introduce fractions in third grade, but emphasize developing an understanding of fractions as numbers, and developing a strong intuitive understanding of whole number fractions before diving into addition, subtraction, multiplication, and division with mixed fractions.
The set of texts below are designed to support 2-3 lessons introducing third graders to fractions. The texts focus on connecting fractions to students’ everyday experiences, providing students with concrete experiences working with fractions, and using concrete and semi-concrete experiences to introduce the symbols used to represent fractions.
“Develop understanding of fractions as numbers for fractions with denominators 2, 3, 4, 6, and 8.” (p. 40)…“Understand a fraction 1 ∕b as the quantity formed by 1 part when a whole (a single unit) is partitioned into b equal parts; understand a fraction a ∕b as the quantity formed by a parts of size 1 ∕b”
Related MA Common Core Standards
Why three texts?
Many states require students who are not proficient in English to learn all subjects – e.g. Math, Science, Art, and Social Studies – in English along with native speakers. For teachers, many of whom already struggle to differentiate lesson plans for students with different academic backgrounds, learning styles, and interests, the requirement to teach equivalent content to students at varying levels of English proficiency poses yet another challenge.
The texts below are designed to provide equivalent content instruction (along with content-specific academic language) to students at three levels of English proficiency – early intermediate (“WIDA 2-3”) intermediate (“WIDA 4-5”) and advanced to native speaking (“WIDA 6” and native speakers). The basic template is also designed to be further differentiated in terms of complexity – for example, by using more complex assessments or examples.
In any case, check out the texts below – hope you like them, and don’t hesitate to leave comments or suggestions! [note, links will open a new tab outside of this website]
