Please Make Your Name Tent

Please write this information on both sides of the tent• First and last name• School• Role

• At the end of the evening, please leave your name tent and we will have it for you at the next session.

Fractions with Manipulatives3rd-7th Grade Learning Trajectory

Session 1: Monday, February 23, 20154:30-7:00 p.m.

Kathleen WilsonTerry Meryhew and Heather Evjen

Betty Wendorff and Melissa FoxDebbie Breitzman and Sarah Miziorko

Agenda

• Welcome, overview, norms, and introductions • Goals and beliefs • Agreements and reflection/assignment• Representing fractions visually and with context• Fraction activities - demonstrated & deconstructed • Agreements, homework, and manipulatives pick-up• Next time, closing, and feedback

Norms

• Stay Engaged - Our learning time here is brief... Be present in this moment.

• Speak Your Truth - Please honestly own your experience.

• Experience Discomfort - It is in our un-comfortableness that we achieve growth.

• Expect & Accept Non-Closure - Our learning time here is brief. Every questions will not be answered, every rock will not be overturned.

Name Tent

Please write this information on both sides of the tent• First and last name• School• Role

• At the end of the evening, please leave your name tent and we will have it for you at the next session.

Goals for the 4 Sessions of this Course1) Link standards/benchmarks to the activities and the rigor of the

items on the MCAs2) Demonstrate progression of fractions across grade levels3) Deconstruct activities explicitly through student and teacher lens4) Capture misconceptions and show how an activity can be

scaffolded up or down depending on the learner's needs5) Connect practices to culturally responsive teaching and the 4Rs

(rigor, relationships, relevance, realness)6) Embed personalized learning essentials, including technology

and iPad7) Show how you could use activities during small groups or whole

class

Beliefs - if you agree; ? if you have a question

a) Linking concrete to representational to abstract is essential.b) Repetition is necessary at every stage of learning, especially

concrete.c) Demonstrating with manipulatives can show deeper

understanding.d) Using a procedure/algorithm ≠ understanding or mean

smarter at math.e) You are math smart if you can explain BOTH procedurally and

conceptually/concretely. f) Deliberately use multiple visual representations of fractions

which are directly connected to the context.

Agreements for this Course

• Attend all 4 sessions M 2/23/15, W 3/11/15, Tu 4/21/15, and M 5/11/15 from 4:30-7:00 p.m. at 345 Plato in TR1

• After each session,– implement at least 1 of the demonstrated activities with students,– complete the reflection document after implementing the activity with

students, and– provide student work artifacts (with the reflection document ) at next

session.

• If you complete these agreements, you will receive a classroom set of each type of fraction manipulatives used during the course for your classroom, 1 inservice-credit and 10 clock hours.

Reflection / Assignment

• Expectations:– 6 reflection questions– Plus at least 3 artifacts (pictures or student work)– Annotate artifacts

• See Example

Representing Fractions VisuallyStep 1:

• Each person take two 4” x 6” light yellow post its

• Draw 2 different picture to represent 5/6 (one per post-it)

Representing Fractions VisuallyStep 2:• As a table group organize/sort your visuals into the

following categories:– Area Model (circle, rectangle, other)– Set Model (set of 6, other)– Number Line– Measure

• 4 group members each take 1 pile• Place the post-its on the corresponding whiteboard

under the correct description

Noticings… Representing Fractions VisuallyStep 3:• What do you notice about the post-its / visual

representations on the whiteboards?

• What do you think about as your observe the various visual representations?

Contextual Situations of a FractionStep 1:

As a table or in a small group, • Use Today’s Meet

https://todaysmeet.com/fractioncontext

• Describe different ways the fraction ¼ could be used in a context

• Examples:– ¼ of a pizza– 4th quarter of a football game

Contextual Situations of a FractionStep 2:

• Review the Today’s Meet compiled list

• Which representation would you recommend for the context?– Area Model (circle, rectangle, other)– Set Model (set of 4, other)– Number Line– Measure

Creating a Visual & Connecting to Context

Use the number ¼ , create a poster or Educreation that contains the following:

• At least 2 different representations for each of the 4 categories below– Area Model (circle, rectangle, other)– Set Model (set of 4, other)– Number Line– Measure

• Label each representation with a context your students could relate to

Creating a Visual & Connecting to ContextExamples:• Educreations• https://www.educreations.com/lesson/view/fraction-visuals-a

nd-context/29459337/?s=AvcJSd&ref=appemail

• Poster

Four “Rs” of Culturally Responsive Teaching

Agreements for this Course

• Attend all 4 sessions M 2/23/15, W 3/11/15, Tu 4/21/15, and M 5/11/15 from 4:30-7:00 p.m. at 345 Plato in TR1

• After each session,– implement at least 1 of the demonstrated activities with students,– complete the reflection document after implementing the activity with

students, and– provide student work artifacts (with the reflection document ) at next

session.

• If you complete these agreements, you will receive a classroom set of each type of fraction manipulatives used during the course for your classroom, 1 inservice-credit and 10 clock hours.

Homework: Reflection / Assignment

• Expectations:– 6 reflection questions– Plus at least 3 artifacts (pictures or student work)– Annotate artifacts

• See Example

Feedback

• Please leave your name tent too!