Bilingual, Immigrant & Rufugee Education Directors Meeting Seattle, Washington. Mathematics. CGCS Mathematics. Mathematics Retreat, September 21-22, 2011 Jason Zimba , lead writer of the CCSS Mathematics Mathematics Advisory Committee professional development
Bilingual, Immigrant & Rufugee Education Directors Meeting
Everyone’s Time and Effort
Develop understanding of fractions as part of a whole and as a number on the number line
Explain equivalence of fractions in special cases, and
compare fractions by reasoning about their size
Build fractions from unit fractions by applying and
extending previous understandings on whole numbers (decompose a fraction into a sum of fractions with the same denominator)
Divide unit fractions by a whole number; and whole numbers by unit fractions
Describe how you would solve this problem?
Tina, Emma, and Jen discuss this expression:
First, I multiply the 5 by the 6 and get 30.
Then I multiply the by the 6 and get 2. Finally, I add the 30 and the 2, which is 32.
Why does 5 x 6 = (6x5) + (6 x ) ?
5 1/3 = 5 + 1/3
6(5 1/3) =
6(5 + 1/3) =
(6x5) + (6x1/3) because a(b + c) = ab + ac
(3x + 5)(2x + 6)
3x(2x + 6) + 5 (2x + 6)
Connected directly to the content answer mathematically.
(happens in the context of solving real problems)
80% of teachers indicated that the CCSSM is pretty much the same as their state standards. They indicated that they would keep teaching a topic in their grade level even if not in the Standards
Now what? answer mathematically.
Materials/resources/professional development answer mathematically.