# Lesson - Part 3

## lesson - part 3

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This segment begins the collaborative task of adding the measurement models (Set C) to the card sort. On the previous day, students had matched the numerical representations of fractions to area models. Students were given instructions to work with their partner to make the decisions. They used the sentence frame: Card ___ is equivalent to ___ because it shows _____. The partner needed to agree or disagree and explain why.

## lesson - part 3

5th Grade Math - Interpreting Fractions
Michelle Kious, Woodrow Wilson Elementary School, Jefferson Elementary School District, Daly City, California

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MICHELLE KIOUS: So we are going to go ahead and get into our card sort. We're going to do a little bit more. We're going to move on to our card sort. And you did a really good job working with your partners yesterday, and we're going to do some more work today. So we're going to get out our supplies first, and then I'm going to give you the instructions for today. So you can put whiteboards and markers today, and I'm going to need my paper passers to come up and get supplies. Wait. So you're going to get another set of cards, and once you get it, I just want you looking at that set. So we're getting another card set. Don't talk about it yet. I want it to be placed in the center so both you and your partner can have a chance to look at this set. It looks a little different than that card set that we did yesterday. So yesterday, we had a fraction that we were matching to an object that was cut into pieces, which was an area model. And our fraction was representing a certain area of, um, of the object. And now we're going to a different kind of representation of fractions. So we'd use this for a number line or sometimes we'd use it for measurement. Um, and if you're looking at the card, um, right now I want you to start thinking about which of these cards might be equivalent to one of the fractions that you have on your poster. Don't talk about it yet. Please put it in the middle so both partners can see. And you guys are going to end up working up in a group of three because Neri is absent. So.

And then after you've matched the cards and you're very sure that you have the, um, cards matched that aren't blanks and you have some cards left over and you're pretty sure that, um, you don't, um, that the, the other cards are matched correctly, then you're going to be drawing. And you're not going to draw, um, a diagram like you did yesterday. It's going to need to be, um, a measurement model. It's going to need to have a line, like a number line. And there are a couple different ways that they did it here. So you're going to make your own drawing that goes with the ones that weren't matched. But remember, just like yesterday, you are not cutting any of these out until you agree, and are you going to cut all the cards out first and then do something with them?

STUDENT: No.

STUDENT: Because I measured it and, uh, I found out that right there, and it's in the middle, between of one and two.

STUDENT: Ah.

STUDENT: You got it?

STUDENT: Yes, I did.

STUDENT: Um, we just matched the card, so, uh...

STUDENT: I'm cutting it.

STUDENT: Uh, she's cutting it up.

STUDENT: C, C8 is equivalent to A6, uh...

STUDENT: Which is one and a half.

STUDENT: C7 is equivalent to one and one-fourth because it's already one whole, and then right here right where the star is, is one-fourth.

STUDENT: It shows that, uh, there are 12 middle lines and 10 shaded.

STUDENT: Malachi, you can cut yours out because you're right. This, on the C4 and the three, C2, um, they're correct. I looked at it on here. You can cut that one out. I agree. Well, you can cut it out now.

STUDENT: No, no. C2 is equivalent to three-tenths because it shows three are shaded in, and there's 10 in total. So it's, it’s, it...that equals three-tenth. Do you agree?

STUDENT: C4 is equivalent to ten-twelfths because there's 10 that's shaded and only 12.

STUDENT: I agree.

STUDENT: So, um, it ... this one is equivalent to, um, ten-twelfth because 10 are shaded in out of the 12.

STUDENT: Um, C8 is equivalent to one-half because it shows five shaded out of the ten, and five is half of ten. And, um, five-tenths is equivalent to one-half also.

STUDENT: Card C4 and ten-twelfths, we put ... is equivalent because, um, there are 10 pieces...