We
have a lot to say about CCSSI’s treatment of fractions, which starts
tentatively with 1.G.3, but we’ll initially hone in on Grade 3, which is
where Common Core begins its big push. We’ll discuss Common Core’s
sequence, and compare or contrast it to our own preferences for how fraction
concepts should be introduced, and if we differ, provide a
(hopefully justified) rationale for our choices.

3.NF.1 states, ``Understand
a fraction 1/b as the quantity formed by 1 part when a whole is
partitioned into b equal parts; understand a fraction a/b as the
quantity formed by a parts of size 1/b.’’

## 2013-02-22

## 2013-02-12

### Fractions are numbers, too – Part 1

**We hold these truths to be self-evident, that all numbers are created equal...**(Well, Abraham Lincoln or Thomas Jefferson

*could*have written this.)

We stumbled across the live-twitter feed by accident, but immediately recognized the meeting's significance, as David Coleman, Joe Willhoft, and Doug Sovde, three Common Core ``biggies’’ were all featured speakers. For them, it offered an opportunity to ``sell’’ CCSSI to important community groups: in addition to the NUL, representatives of the NAACP, NCLR and SEARAC were also in attendance.

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