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jsangiovanni.hcpss.wikispaces

http://jsangiovanni.hcpss.wikispaces.net. Fractions: Beyond Pizzas and Pies. John SanGiovanni. jsangiovanni@hcpss.org. http://jsangiovanni.hcpss.wikispaces.net. What fraction of the large square is shaded…. http://jsangiovanni.hcpss.wikispaces.net. NumberSense 4-6, Dale Seymour 1997.

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jsangiovanni.hcpss.wikispaces

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  1. http://jsangiovanni.hcpss.wikispaces.net

  2. Fractions: Beyond Pizzas and Pies John SanGiovanni jsangiovanni@hcpss.org http://jsangiovanni.hcpss.wikispaces.net

  3. What fraction of the large square is shaded… http://jsangiovanni.hcpss.wikispaces.net NumberSense 4-6, Dale Seymour 1997

  4. http://jsangiovanni.hcpss.wikispaces.net

  5. http://jsangiovanni.hcpss.wikispaces.net

  6. Consider this…. There are 3 different bags of oranges at the grocery store. Estimate the sum of the 3 bags. Is the combined weight of the 3 bags greater than 10 pounds? Nimble with Numbers 4-6, Dale Seymour, 1998 http://jsangiovanni.hcpss.wikispaces.net

  7. Misunderstanding

  8. Simply Procedural

  9. These are just two examples of what we want our students to be able to do.So how do we get there? http://jsangiovanni.hcpss.wikispaces.net

  10. Today’s Objectives: • Enhance understanding of strategies for developing “fraction sense” • Identify resources to provide instructional support for teachers in your building

  11. Talk With Your Table… • What aspects of fractions do your students do well with? • What challenges do you or your students face when teaching or learning about fractions? • Why is it important for our students to understand fractions?

  12. National Math Panel, 2007 • “A major goal for K - 8 mathematics education should be proficiency with fractions (including decimals, percents) for such proficiency is foundational for algebra (p.20).” • Teachers should not assume that children understand the magnitudes represented by fractions, even if they can perform arithmetic operations with them, or that children understand what the operations mean (p. 28).”

  13. PSSM Expectations Students should be able to: • Work flexibly with fractions, decimals, and percents to solve problems • Understanding the meaning and effects of arithmetic operations with fractions, decimals and percents. • Develop and use strategies to estimate the results of rational-number computations and judge the reasonableness of the answers. - P. 214

  14. Common Core Standards

  15. Compare the following fractions. • Talk with your table how you compared the fractions. • We will share our ideas with the group.

  16. A. E. B. F. C. G. D. H.

  17. Common Denominator Cross Multiplying Same number of parts of different sizes More and less than one-half or one whole Close to one-half or one whole Strategies for Comparing Fractions

  18. What’s the math?What’s the research?

  19. What’s the Math?What’s the Research? • Review your group’s chapter. • Go to http://jsangiovanni.hcpss.wikispaces.net • Record your thoughts about the chapter. • Be prepared to share.

  20. Chapter 1: The Problem With Partitioning Chapter 2: Top or Bottom: Which One Matters? Chapter 3: Understanding Equivalency: How Can Double Be the Same? Chapter 4: Fraction Kits: Friend or Foe? Chapter 5: Is 1/2 Always Greater Than 1/3? Chapter 6: How Come 1/5 ≠ .15? Helping Students Make Sense of Fraction and Decimal Notation Chapter 7: The Multiple Meanings of Fractions: Beyond Pizzas and Pies

  21. Evaluation

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