# Exploring Fractions – Week One

My third grade students started a new unit on fractions last week.  They started the unit by learning about part-to-whole fractions and how to identify them.  Student teams explored how fractions are represented in different situations.  One of the first activities asked students to create their own version of a part-to-whole model.  The scissors came out early this week while students cut out fraction area models.

They compared the pieces within the area models to create equivalent fractions.  This gave students another way to compare and observe equivalencies.  This was time consuming activity, but so worth the time.  Students made connections and played around with the circles/pieces to compare the models.  The only negative was that some students didn’t cut the fractions exactly on the line so the pieces didn’t always line up.  The next day students compared the fraction pieces using <, >, or = signs.

Students were making progress in comparing fraction area models.  The fraction circles were being used consistently and then the class moved to transitioning to identifying and placing fractions on number lines.  This was a challenge.  We started with a 0-1 line and then identified half.  From there students used benchmarks to compare fractions on line.  Students had some trouble when the number line was stretched from 0-2.  The class also explored how the fractions look on a vertical number line.  A different dynamic was at play there.  Students then practiced a bit more with an Open Middle activity.

Students were given opportunities to discuss fractions with their peers through a few different fraction math talks earlier in the week.  The time spent today revolved around reviewing different fraction models. On Friday, the class participated in a fraction Desmos Polygraph activity.  Feel free to use the program here.  This was one of the learning highlights of the week.  Students were asked to pick one of the fraction models that they created early in the week, while other students asked questions to help determine the fraction.

At first students asked questions related to the color of the fraction.  Then they moved to questions involving less than half and more than half.  Students found that clear questions revealed better answers.

I was excited to see that students were using benchmarks and part-to-whole ideas to help uncover the mystery pick.  Students spent around 20-30 minutes exploring the polygraph with a few different partners.   I even snuck in as a participant.  I’ll be keeping this idea in my back pocket for next year’s plans.

Next week, students will start to add and subtraction fractions.  I’m looking forward to seeing how students will use the experiences this week.  There’s plenty more to this unit and we’re just getting started.