LEARN NC

K–12 teaching and learning · from the UNC School of Education

Another look at the set model using attribute pieces

http://illuminations.nctm.org/LessonDetail.aspx?ID=L339

A lesson plan for Grades 3–5 Mathematics

Provider: National Council of Teachers of Mathematics

About this resource

Appropriate grades
3–5
Subjects
mathematics (applied mathematics, number sense)
Provider
National Council of Teachers of Mathematics

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Students use fractions to describe a set of attribute pieces and develop skill in problem solving and reasoning as they think about their set and how to create new sets given specific fractional characteristics. Using the attribute pieces, students generate a list of fractions to describe their set. Then, students share descriptions with a partner and attempt to construct the set based on the characteristics described. Illuminations provides detailed instructions and an activity sheet necessary for completing the lesson.

Students will:

  • Demonstrate understanding that a fraction can be represented as part of the set, given a set of items that are not identical (attribute pieces).
  • Describe a set of objects based on its fractional components.
  • Identify fraction relationships associated with the set.

NCTM Standards and Expectations:

  • Use models, benchmarks, and equivalent forms to judge the size of fractions.
  • Develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers.
  • Recognize and generate equivalent forms of commonly used fractions, decimals, and percents.

North Carolina Curriculum Alignment

Mathematics (2004)

Grade 3

  • Goal 1: Number and Operations - The learner will model, identify, and compute with whole numbers through 9,999.
    • Objective 1.05: Use area or region models and set models of fractions to explore part-whole relationships.
      • Represent fractions concretely and symbolically (halves, fourths, thirds, sixths, eighths).
      • Compare and order fractions (halves, fourths, thirds, sixths, eighths) using models and benchmark numbers (zero, one-half, one); describe comparisons.
      • Model and describe common equivalents, especially relationships among halves, fourths, and eighths, and thirds and sixths.
      • Understand that the fractional relationships that occur between zero and one also occur between every two consecutive whole numbers.
      • Understand and use mixed numbers and their equivalent fraction forms.

Grade 4

  • Goal 1: Number and Operations - The learner will read, write, model, and compute with non-negative rational numbers.
    • Objective 1.03: Solve problems using models, diagrams, and reasoning about fractions and relationships among fractions involving halves, fourths, eighths, thirds, sixths, twelfths, fifths, tenths, hundredths, and mixed numbers.
    • Objective 1.05: Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.