Objectives of Fraction Professional Development:
25
Objectives of Fraction Professional Development: • Students will increase their conceptual understanding of fractions. • Teachers will improve their content and pedagogical knowledge related to effectively and meaningfully teaching fractions. • Teachers will increase their confidence level about teaching fractions.
description
Objectives of Fraction Professional Development: Students will increase their conceptual understanding of fractions. Teachers will improve their content and pedagogical knowledge related to effectively and meaningfully teaching fractions. - PowerPoint PPT Presentation
Transcript of Objectives of Fraction Professional Development:
Objectives of Fraction Professional Development:
• Students will increase their conceptual understanding of fractions.
• Teachers will improve their content and pedagogical knowledge related to effectively and meaningfully teaching fractions.
• Teachers will increase their confidence level about teaching fractions.
Best Practices for Teaching and Learning Fraction Concepts
Our Sample Population
Six Schools:Battle Grove Elementary SchoolEdmondson Heights Elementary SchoolFeatherbed Lane Elementary SchoolNorwood Elementary SchoolPleasant Plains Elementary SchoolSeventh District Elementary School
Number of Individuals Impacted by P. D.
Teachers Students
38 195
Let’s Look at Teacher Data . . .
Teacher Perception Survey
Pre-test Average Rating 1.69 out of 3
Post-test Average Rating 2.98 out of 3
Teacher Data
Teacher Content Knowledge
Pre-test Average 59.7%
Post-test Average 65.3%
Improvement 5.6%
Scoring Rubric
3 2 1 0
Response demonstrates deep understanding of
fractions
Response demonstrates
somewhat of a deeper understanding of
fractions
Response demonstrates little or rote understanding of
fractions
No response or response demonstrates
complete lack of understanding of
fractions
A
B
C
D
E
F
0 10 20 30 40 50 60 70
Average Test Scores by School
Post-TestPre-Test
Average Score
Scho
olLet’s Look at Student Data . . .
Let’s Look at Student Data . . .
1 2 3 4 5 6 7 8 9 10 11 12 13 14 150
0.5
1
1.5
2
2.5
3
3.5
Analysis by Test Item
Pre-TestPost-Test
Test Item Number
Aver
age
Scor
e
What Do the Data Mean?
0.
A Closer Look at Individual Items
7.
Estimate the sum: 12
13 +
7
8
a. 1
b. 2
c. 19
d. 21
Using Benchmarks to Estimate
5.
Plot a point to show about where 2
3 +
1
6 would be on this number line.
Explain your reasoning.
0 1 2
Appropriate Use of Mathematical Tools
14.
Name a fraction between:
0 and 1
1
4 and
1
2
5
6 and 1
Visualizing Fractions
11.
Three pizzas are shared equally among five girls. How much pizza does each girl get? How do you know?
Fair Shares
8.
Write or draw about 3
4 in as many ways as you can.
Multiple Representations
“Sure, Suzie, I’ll share my last cookie with you, but I
want the bigger half.”
Look at the circle below to answer questions 9 and 10.
9.
What fraction of the circle is labeled “B”? How do you know?
10.
What fraction of the circle is labeled “D”? How do you know?
A B
C D
E
Unequal Partitions
5
9
9
15
2
3
1
2
5
8
1
8
I would like to order a
small cheese pizza, please.
No problem, sir. That will be one small cheese pizza cut into eight
slices.
Oh no, please just cut it into four slices. I could never
eat eight slices!
We Still Have Work to Do!
