1 math camppp 2012 breakout session 2 gr. 9-12 session goals participants will have the opportunity...
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Math CAMPPP 2012Breakout Session 2
Gr. 9-12
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Session Goals
Participants will have the opportunity to explore and discuss
• Representations and meanings of fractions• Connections to secondary curriculum• Related Gap Closing resources• Reasons students struggle with fractions
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Group Norms
• All ideas will be listened to carefully and responded to respectfully.
• Everyone will have a voice.• All questions and comments will be presented
with the intent to move the collective forward.• Clarifying questions are welcome.• Everyone will engage fully in the moment.
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Scary Stories
• Think of a story from your personal teaching experience involving student misconceptions about fractions
• Inner/Outer Circle – share stories
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10 minutes
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Meanings and Connections
Individually….
•Choose a fraction, and represent it in as many different ways as you can•Think of two problems from secondary math that feature THAT fraction.
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Discussion
• Find two people with the same fraction as you
• Share meanings and problems• Post to curriculum wall
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Gap Closing
Watch This Clip
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Gap Closing - Organization
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Exploring GAP Closing
• Make Gap Closing GroupsFractions Subtopics
1) Comparing
2) Adding Fractions
3) Subtracting Fractions
3) Multiplying Fractions
4) Dividing Fractions
5) Relating Situations to Fraction Operations
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Explore, Discuss, Summarize
• Explore materials for your topic(s)– Reasons students struggle (FG)– Diagnostic (SB, FG)– Interventions (SB, FG)
• Create a summary sheet (chart paper) of key ideas and tips for secondary teachers.
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Sharing our Insights
• Jigsaw– Number off in your groups (1-6)– Regroup
• Gallery walk – 5 minutes / group
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5 minutes
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Reflection…
• Think back to your scary fraction story…
• How might you help this student?
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Slope and Fraction Meanings
Review the Pancake Problem.
•What fraction meanings do you see in this problem?•How do they connect to each other?
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Reflect and Predict
• How did secondary students respond to the following questions?
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Question One:
On an assignment, Jaime received the following scores:
Section A: Section B: Total:
Jaime was confused, because using what she knew about
fractions, she didn’t think that
How would you explain this to Jaime?
15
64
43
107
107
43
64
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Question Two:
Show what you know about and
Use different representations to communicate your ideas.
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x32
32x
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Question Three:
Give a real life example of a problem where the solution could involve dividing by ½.
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Question Four:
What do you know about ?
Use diagrams, numbers, algebra, words etc. to communicate your ideas.
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xx 1
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Question Five
Create one sentence that makes sense that includes ALL of these words and numbers:
Improper, fraction, simple, challenging, 8
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Making Predictions
What misconceptions might students have when doing these questions?
Make some predictions.
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Exit Card
What have you noticed / learned?
What are your lingering wonderings?
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