Lesson plan

Dog Walking: Connected Solution Paths

teaches Common Core State Standards CCSS.Math.Content.4.NF.A.2 http://corestandards.org/Math/Content/4/NF/A/2
teaches Common Core State Standards CCSS.Math.Practice.MP4 http://corestandards.org/Math/Practice/MP4
teaches Common Core State Standards CCSS.Math.Practice.MP7 http://corestandards.org/Math/Practice/MP7
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Students will understand that fractions with different numerators and denominators can be compared in multiple ways. The suggested public discussion of student work shows connected solution paths that demonstrate a wide variety of problem solving skills using different models. Three pieces of work are shown. The first piece (Sample A) shows the problem approached by using a number line. The student has a clear understanding of how to separate a number line into equal shares, however when comparing the number lines, the student does not show the same starting point for each line, therefore they are not able to accurately compare the fractions. Sample B chose to compare the fractions using circle models.. They also had knowledge of taking a whole and dividing the shape into equal/fair shares. They showed an understanding of a part to whole relationship based on their pictures and labeling, but had difficulty comparing the fractions based on the model chosen. The last student (Sample C) chose to use a fraction bar to represent the distances the dog walked. Similarly to Sample A, this student knew to split each bar into equal pieces, however they didn't have a common starting point and started shading in some of the bars from the right and some of the bars from the left. This Student Work Discussion Plan was created by a member of the 2015 Delaware Dream Team.