When doing mathematics, patterns emerge.When the numerator is a bigger number than the denominator, the fraction is greater than one whole.Fractions equivalent to 1 whole have the same numerator and denominator.The only benchmark fractions addressed in this task are $\frac$ have a numerator that is half of the denominator. The goal of this task is to determine appropriate benchmarks for fractions with a focus on providing explanations that demonstrate deep conceptual understanding. Includes a mathematical routine that reflects best practices to supporting ELLs in accessing mathematical concepts.Allows for whole class, small group, and paired discussion for the purpose of practicing with mathematical concepts and language.Provides opportunities for students to practice and refine their use of mathematical language.This lesson aligns to ELL best practice in the following ways: Go here to learn more about the research behind these supports. This task was designed to include specific features that support access for all students and align to best practice for English Language Learner (ELL) instruction. Allows for student collaboration and discussion.Captures student attention by using an engaging context.Prompts students to share their developing thinking and understanding.Provides resources to allow students to compare fractions with or without a visual representation of the fractions the mathematics explicit.Requires students to construct a viable argument and use examples to justify their reasoning ( MP3).Allows students to reason about the size of fractions by using benchmarks.
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