COMPLETING THE FIRST LEG OF OUR FRACTION JOURNEY MAY MTL MEETING 2012 LEE ANN PRUSKEBETH...
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Transcript of COMPLETING THE FIRST LEG OF OUR FRACTION JOURNEY MAY MTL MEETING 2012 LEE ANN PRUSKEBETH...
COMPLETING THE FIRST LEG OF COMPLETING THE FIRST LEG OF
OUR FRACTION JOURNEY OUR FRACTION JOURNEY
MAY MTL MEETING 2012MAY MTL MEETING 2012
LEE ANN PRUSKELEE ANN PRUSKE BETH SCHEFELKERBETH SCHEFELKER CONNIE LAUGHLINCONNIE LAUGHLIN
April Homework ChallengeApril Homework Challenge
Think about the goal you wrote down during last month’s meeting.
Share your goal with your table group.What steps did you take to meet your
goal?What more did you learn about
students understanding of fractions?
Fraction Standards Fraction Standards ProgressionProgressionGroup 1: 1.G.3, 2.G.3
Group 2: 3.G.2, 3.NF.1
Group 3: 3.NF.2 a, b
Group 4: 3.NF.3 a, b,
Group 5: 3.NF.3 c, 4.NF.1
Group 6: 3.NF.3 d , 4.NF. 2
Small Group DirectionsSmall Group DirectionsIdentify the big ideas in each standard.visual representations usedexpectations for students
Consider the Standards for Mathematical
Practice that might be particularly relevant
(MP1, 3, and 6)
Use the note taking form
Group JigsawGroup JigsawCount off by 6’sMove to your new group based on
your number.Use this opportunity to fill in your
Fractions Standards note taking sheet . (15 min)
Use a blank piece of paper to create a flow chart of the fractions progression. (10 min)
Be prepared to share out.
3.NF.3 d and 4.NF.2 3.NF.3 d and 4.NF.2
Consider these two standards…
How do these two standards exemplify coherence?
How do these standards round out the study of fraction as number?
Fraction Standards Fraction Standards ProgressionProgression
1.G.3, 2.G.3 Partitioning
3.G.2 , 3.NF.1 Fraction as number
3.NF.2 a, b Fraction on a number line
3.NF.3 a, b, c, 4.NF.1 Equivalence
3.NF.3 d and 4.NF.2 Comparing Fractions
CCSSM ArticleCCSSM ArticleTeaching in Grades 3 and 4…How is each Common Core State Standard for Mathematics different from each old objective? Teaching Children Mathematics, April 2012
Sharing the reading…½ of the table read p. 498 – 502
½ of the table read p. 503 - 505
While you are reading While you are reading consider…consider…How is the process we went through in thesession similar to what the authors did in thearticle to unpack the standard?
How is the process for supporting students inmeeting the standard, similar to what we’vedone in Milwaukee?
Share out at your table. Be prepared to share out connections youdiscovered with the whole group.
Feedback for K-7 content: Feedback for K-7 content:
Thinking back over the content sessions K-7 (OAK2, Fractions) what insights have you gained about the CCSSM for students in grades K-2?
As Mathematics Leader, how has
this study impacted your work with teachers?