Reasoning with Rational Numbers (Fractions). DeAnn Huinker, Kevin McLeod, Bernard Rahming, Melissa Hedges, & Sharonda Harris, University of Wisconsin-Milwaukee Mathematics Teacher Leader (MTL) Seminar Milwaukee Public Schools March 2005 www.mmp.uwm.edu.
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DeAnn Huinker, Kevin McLeod, Bernard Rahming, Melissa Hedges, & Sharonda Harris,
University of Wisconsin-Milwaukee
Mathematics Teacher Leader (MTL) Seminar
Milwaukee Public Schools
13What’s in common?
13Big Idea: Equivalence
, , 0.333333..., 33 %
all represent the same quantity.
713Benchmarks for “Rational Numbers”
Identify benefits of using problem solving tasks:
15Which is accurate? Why?
1 – =
Whole = 1 yard of felt1 1/5 yards of felt. Use 1/3 of a yard of felt to make a costume. 1 1/5 yards – 1/3 yards = 2/3 yards + 1/5 yards = 13/15 yards
Whole = 1 1/5 yards of felt1 1/5 yards of felt. Use 1/3 of the whole piece of felt to make a costume. 6/5 yards – (1/3 x 6/5) = 6/5 yards – 2/5 yards = 4/5 yards
NAEP Results: Percent Correct
National Assessment of Education Progress (NAEP)
Source: Vermont Mathematics Partnership (funded by NSF (EHR-0227057) and US DOE (S366A020002))
Fold paper strips
– =Representing Your Reasoning
Using plain paper and markers,clearly represent your reasoning with diagrams, words, and/or symbols for:
Turn to a person near you and summarize one idea that you are hanging on to from today’s session.
Greater than or Less than