Learning Trajectory Project Overarching goals of the project: This project is

April 09, 2019 intended as an opportunity for you to draw on the

knowledge and abilities you are gaining to develop a
Name: Mariah Arellano learning path for a specific fraction concept.

My Topic of Study: Fractions

A. SITUATING MY TOPIC WITHIN THE CURRICULUM
Part 1: Show Big Picture Learning Trajectory: Coherence Within and Across Grades:
Grade 1 (1.G) Grade 2 (2.G) Grade 3 (3.NF) Grade 4 (4.NF)
Strand: Geometry Strand: Geometry Strand: Numbers and Strand: Numbers and
Operations—Fractions Operations—Fractions
Standard 2.G.1
Recognize and draw shapes having
specified attributes. Identify triangles,
quadrilaterals, pentagons, hexagons, and
cubes.
Standard 1.G.2a Standard 2.G.2
Compose two- Partition a rectangle into rows and
dimensional shapes to columns of same-size squares and count
create a composite to find the total number of squares.
shape
Standard 1.G.3 Standard 2.G.3 Standard 3.NF.1a, b
Partition circles and Partition circles and rectangles into two, Understand that a unit fraction
rectangles into two three, or four equal shapes; describe the has a number of one and a non-
and four equal shares; shares. Recognize that equal share of zero denominator.
describe the shares. identical wholes need not have the same
shape.
Standard 3.NF.2a, b
Understand a fraction as a
number on the number line;
represent fractions on a number
line.
Standard 3.NF.3 a,b,c Standard 4.NF.1
Explain equivalence of fractions Explain understanding of
in special cases and compare equivalence of fractions
fractions by reasoning about
their size.
Standard 3.NF.3d Standard 4.NF.2
Compare fractions by reasoning Extend comparison of fractions
about their size
Standard 4.NF.3-4
Build fractions from unit
fractions by applying and
extending previous
understandings of operations on
whole numbers
Standard 4.NF.5-7
Understand decimal notation to
the hundredths and compare
decimal fractions with
denominators of 10 and 100
Part 2: Identify and Highlight the Selected Grade-Level Fraction Standards

Grade 2 (2.G)
Strand: Geometry
[Reasoning with shapes and their attributes]
Standard 2.G.1
Recognize and draw shapes having specified attributes.
Identify triangles, quadrilaterals, pentagons, hexagons,
and cubes.

Standard 2.G.2
Partition a rectangle into rows and columns of same-size
squares and count to find the total number of squares.

Standard 2.G.3
Partition circles and rectangles into two, three, or four
equal shapes; describe the shares. Recognize that equal
share of identical wholes need not have the same shape.

Focusing on Grade 2

Part 3: Zoom in on the Specific Grade-Level Standards to Identify Your Topic of Study
Zoom in on standard 2.G.3 Reason with shapes and their attributes
Follow Eureka Math (embarc.online) Module 8 Lessons 8, 9, and 10 for part 1 then
Module 8 Lessons 11 for part 2. I would also use Module 8 Lesson 12 for the third part. I
will split this one standard into three different lessons. The first lesson focusing on
partitioning circles and rectangles. The second lesson focusing on describing the whole
as two halves, three thirds, or four fourths. The third lesson focusing on recognizing that
equal shares of identical wholes need not have the same shape.

Grade 2 (2.G)
Strand: Geometry

Standard 2.G.3 Part 1

Partition circles and rectangles into two, three, or four
equal shares; describe the shares using the words halves,
thirds, half of, a third of, etc.

Standard 2.G.3 Part 2

Describe the whole as two halves, three thirds, or four
fourths.

Standard 2.G.3 Part 3

Recognize that equal shares of identical wholes need not
have the same shape.
Part 4: Zoom Out to Show Coherence for Your Specific Grade Level Standard Focus
 Prior/prerequisite grade-level standard (1.G.3), then related grade-level standard
(2.G.3), lesson after this in grade 2 or before, then subsequent grade-level
standards.
Grade 1 (1.G) Grade 2 (2.G) Grade 3 (3.NF)
Strand: Geometry Strand: Geometry Strand: Numbers and
Operations—Fractions
Standard 2.G.1
Recognize and draw shapes having
specified attributes. Identify triangles,
quadrilaterals, pentagons, hexagons, and
cubes.
Standard 1.G.2a Standard 2.G.2
Compose two- Partition a rectangle into rows and
dimensional shapes to columns of same-size squares and count
create a composite to find the total number of squares.
shape
Standard 1.G.3 Standard 2.G.3 Standard 3.NF.1a, b
Partition circles and Partition circles and rectangles into two, Understand that a unit fraction
rectangles into two three, or four equal shapes; describe the has a number of one and a non-
and four equal shares; shares. Recognize that equal share of zero denominator.
describe the shares. identical wholes need not have the same
shape.

Part 5: Focus Standards for Mathematical Practice

Identify the math practice standards you anticipate playing a big role in the development
of your specific fraction topic. Sometimes it is easier to revisit this after you have done
more unpacking of the standard. drawing upon for this standard exploration.
Highlight the below boxes
 Make sense of problems and persevere in solving them.  Use appropriate tools strategically.
 Reason abstractly and quantitatively.  Attend to precision.
 Construct viable arguments and critique the reasoning of  Look for and make use of structure. 
others.  Look for and express regularity in repeated
 Model with mathematics reasoning.
 B. IDENTIFY MATHEMATICAL GOALS AND UNPACK THE BIG IDEAS TO GET AT RIGOR

This involves identifying the “big ideas” which are “clusters of concepts and skills” that
are mathematically central to student learning. It can be a messy process of digging
through the core, instructional resources, text books, and so forth.

Part 1: Big Ideas/Enduring Understandings and Essential Questions:

Big Ideas/Enduring understandings: Partition circles and rectangles into equal

parts. Interpret those equal shares in composite shapes as halves, thirds, and
fourths. Describe the whole as two halves, three thirds, or four fourths.
Essential questions: Why would you want to partition or divide the shape into
smaller equal parts? Why would you need to know that those equal shares are
called halves, thirds, and fourths?

Part 2: Learning Goals:

Identify learning goals related to:

o Conceptual knowledge: what students should know and understand
 Students will understand how to partition.
 Students will understand the meaning of partition.
 Students will understand that partitioning equal shares creates
composite shapes within a whole shape.
 Students will understand that all squares used to make up the
rectangle must be the same size.
 Students will understand that a row is horizontal and a column is
vertical.
 Students can describe a whole by the number of equal parts
including two halves, three thirds, and four fourths.
o Procedural knowledge: what students should be able to do; and
 Students can identify equal shares as halves, thirds, and fourths.
 Students can identify when shares are equal and not equal.
 Students can describe the whole as two halves, three thirds, or four
fourths.
 Students can identify and describe a row and column.
 Students can determine the number of same-size squares in a
rectangle.
o Representational and contextual knowledge: how they should be able to
show and demonstrate their knowledge.
  Students can partition a rectangle into rows and columns of same-
size squares to count and find the total number of squares.
 Students can partition circles and rectangles into two, three, or
four equal shares.
 Students can use the words halves, thirds, and fourths to describe
two, three, and four equal parts.
 Students can draw and partition into rows and columns of same-
size squares.

Part 3: Language Goals:

Identify language goals by determining academic vocabulary and symbols.

Partition
Halves, thirds, fourths
Row and column
Same-size or equal shares

Part 4: Prerequisite Knowledge:

Identify critical background knowledge essential to mastering the learning goals.

 Correctly name shapes regardless of their orientations or overall sizes, identify
attributes of shapes. (More specifically attributes of a rectangle and square.)
 Notice smaller shapes within a larger existing shape
 Partition circles and rectangles into two and four equal shares; describe the shares
as halves, fourths, and quarters. Understand that decomposing into more equal
shares creates smaller shares.
 Compose simple shapes to form larger shapes.
 Multiple shapes in a row equal the total.

Part 5: Anticipated Misconceptions and Difficulties:

Identify anticipated misconceptions or difficulties related to the critical
underlying/background knowledge. Include examples to clarify.
 Student may not understand that when finding fractions, the parts need
to be equal in size.
 Students may struggle to understand that four fourths equals one whole.
 May struggle with the idea that the shares have to be equal but there are
different ways to show equal parts within one shape.
https://www.illustrativemathematics.org/progressions
http://www2.milwaukee.k12.wi.us/math/Progressions/ProgNOF3_5.pdf
https://www.illustrativemathematics.org/content-standards
www.uen.org
https://www.uen.org/k12educator/uenresources.php?cat=Mathematics

C. DESCRIBE A VISUAL DEVELOPMENTAL PROGRESSION

The developmental progression/pathway describes a typical path that children follow in

reaching understanding and skill related to the mathematical goals. Each step represents
a more sophisticated level of thinking, knowing, and doing than the last. Organize a
topical pathway that will take the students from their initial foundational understanding
and lead them towards a more refined understanding of the concepts, procedures.
Essentially, you want to identify the major topical stepping stones along the path of
learning.

D. DESIGN TWO LESSON PLANS

Design two complete written lesson plans that includes a strong conceptual
understanding component. You could design a lesson that focuses on introducing the
concept and one that focuses on building procedural knowledge out of conceptual
understanding. The lessons you design should not focus on only procedural knowledge.
Use the lesson plan template we have used in this course.

E. Details and examples for conceptual, procedural, and representational knowledge.

Content/Concept Examples with representations and contexts
Students will
understand how to
partition.

Students will be using the piece of paper to divide or partition their

paper equally like above. They will also practice drawing with the circle
model like below.
Students can This is where students will be working in their groups to find
describe a whole by their missing piece. They will talk about their food and how each
the number of equal equal part makes up a whole.
parts including two
halves, three thirds,
and four fourths.
Students can use
the words halves,
thirds, and fourths
to describe two,
three, and four
equal parts.

After learning how to partition students will describe the equal parts as
halves, thirds, or fourths.
 SITUATING MY TOPIC WITHIN THE CURRICULUM

Part 1: Big Picture Learning Trajectory: Coherence Within and Across Grades

Grade 1 (1.G) Grade 2 (2.G) Grade 3 (3.NF) Grade 4 (4.NF)

Strand: Geometry Strand: Geometry Strand: Numbers and Strand: Numbers and
Operations—Fractions Operations—Fractions
Standard 2.G.1
Recognize and draw shapes having
specified attributes. Identify triangles,
quadrilaterals, pentagons, hexagons, and
cubes.
Standard 1.G.2a Standard 2.G.2
Compose two- Partition a rectangle into rows and
dimensional shapes to columns of same-size squares and count
create a composite to find the total number of squares.
shape
Standard 1.G.3 Standard 2.G.3 Standard 3.NF.1a, b
Partition circles and Partition circles and rectangles into two, Understand that a unit fraction
rectangles into two three, or four equal shapes; describe the has a number of one and a non-
and four equal shares; shares. Recognize that equal share of zero denominator.
describe the shares. identical wholes need not have the same
shape.
Standard 3.NF.2a, b
Understand a fraction as a
number on the number line;
represent fractions on a number
line.
Standard 3.NF.3 a,b,c Standard 4.NF.1
Explain equivalence of fractions Explain understanding of
in special cases and compare equivalence of fractions
fractions by reasoning about
their size.
Standard 3.NF.3d Standard 4.NF.2
Compare fractions by reasoning Extend comparison of fractions
about their size
Standard 4.NF.3-4
Build fractions from unit
fractions by applying and
extending previous
understandings of operations on
whole numbers
Standard 4.NF.5-7
Understand decimal notation to
the hundredths and compare
decimal fractions with
denominators of 10 and 100