Lesson 3

The purpose of this What Do You Know About _____ is to invite students to share what they know about and how they can represent the number \(\frac{1}{8}\).

• Display the number.
• “What do you know about \(\frac{1}{8}\)?”
• 1 minute: quiet think time

Activity

• Record responses.
• “How could we represent the number \(\frac{1}{8}\)?”

• “What connections do you see between different answers?”

The purpose of this activity for students to think about and discuss statements that address their understanding of important ideas about fractions. Students will consider ideas about how fractions are defined, comparing fractions, and how fractions relate to whole numbers. It is not necessary for each group to discuss all of the statements, but if there are any you’d like to make sure each group discusses, let them know at the start of the activity.

Students construct viable arguments to explain their choices (MP3) and in order to do so they need to use key fraction language, such as whole and equal-size piece, precisely (MP6).

• Groups of 4
• “Take a minute to read the directions for today’s activity. You will be discussing statements about fractions with your group.”
• 1 minute: quiet think time

• Consider walking students through the process and answer any questions.
• 25–30 minutes: small-group work time

• “Was there a statement that you changed your mind about during your group's discussion? What was the statement? What made you change your mind?”
• Consider asking:
  • “What statements do you still have questions about?”