Chapter 11

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Curriculum IntegrationAnd Fraction Computation

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Mathematical Routine: Number Talk

2 ½ x 3 ¼ =__

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Conversation in Mathematics

• How did the integration with science support the ability for this child to add fractions?

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Curriculum Integration

• Pedagogy

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4 Types of Legitimate Curriculum Integration

• An integration of the cycles that characterize good teaching in both subject areas

• An integration of the cycles that characterize real learning in both subject areas.

• An integration of the mental processes that characterize cognition in both subject areas

• An integration of the purposes of the tasks, or problems, presented to children

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• Reading and Literature -Using Reading to ask and solve math questions

-Using math to answer a reading question

• Fine Arts -Using an art piece to ask and solve math questions

-Using math to answer an art question (create an original piece)

• Science and Social Studies -Using science/social studies to solve math questions

-Using math to answer a science/social studies question

A simple way to think about it

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ART

Art Piece

Number and Operations

Geometry

Measurement

Algebra Probability & Statistics

Using an art piece to ask and answer mathematics questions

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Using an art piece to ask and answer mathematics questions

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Using math to ask and answer art questions (or create art)

Math Strand

Visual Arts

Theater

Dance

Music

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• Number and Operations• 4th grade Standard 2 Objective 3• Model and illustrate meanings of…the addition

and subtraction of fractions

Using math to ask and answer art questions (or create art)

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Design your own Inquiry Lesson

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Fraction Computation

• Content

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Go Back to Whole Numbers

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Language is Critical

1/3 x 15 =

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Use Problem Types

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Addition

• Came home with a half of a sandwich left from lunch. My brother came home with a third of his sandwich. How much sandwich do we have?

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Subtraction

• Carlos lives 5 1/3 miles from school. Wendy lives 4 1/4 miles from school. What is the difference between the the distances of these children?

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Multiplication

2 ½ x 3 ¼ =__

• “When you multiply, the answer gets larger.”

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Division

4 ÷ ¼ =__

• “Ours is not to reason why, just invert and multiply”