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Grade 3-5 Fraction Development in the Common Core State Standards
Wisconsin Mathematics Council, Inc.Leading quality mathematics education in Wisconsin
Astrid Fossum, Math Teaching Specialist, Milwaukee Public Schools, [email protected]
Paige Richards, Elementary Math Specialist,School District of South Milwaukee, [email protected]
Wisconsin Mathematics Council43rd Annual ConferenceGreen Lake, Wisconsin
May 6, 2011
Learning Intentions and Success Criteria
We are learning to recognize the third Standard for Mathematical Practices within a chosen Content Standard and identify those standards within a particular math task.
We will know we are successful when we can articulate how both a Content Standard and a Standard for Mathematical Practices are infused in a math lesson in the classroom.
The Focus of Mathematics
Folding Fraction Strips
Fold fraction strips to represent the following:
As you fold, discuss with your partner how you know that your fraction strips are accurate.
one whole halves
fourths eighths
thirds sixths
Which is larger? Why?
4/6 or 2/6
1/3 or 1/4
5/6 or 5/8
4/6 or 2/3
4/8 or 4/6
7/8 or 5/6
8/11 or 31/64
Considerations
Equivalent fractionsUnit fractionsFractions with the same denominatorFractions with the same numeratorFraction close to 1Benchmark fractions
Unpacking the Practice Standard
1. Construct viable arguments and critique the reasoning of others.
Individually read the practice standard? – “I have a question about this.”* - “This makes sense to me.”
With your group, discuss questions and highlight key ideas in this standard.
Linking Practice to the Classroom
What would this practice look like in a classroom?
Students would be…
Teachers would be…
Looking at a Cluster of Content Standards
Domain: Number and Operations: Fractions
Cluster: Gr 3: Develop understanding of fractions as numbers.Gr 4: Extend understanding of fraction equivalence and ordering.Gr 5: Use equivalent fractions as a strategy to add and subtract fractions
Standard example: 3.NF.1
Unpacking the Content Standard
Individually read the standard
? – “I have a question about this.”
* - “This makes sense to me.”
With your group, discuss questions and highlight key ideas in this standard.
What did we see?
What did you as students do to bring the standards alive?
What did the facilitators as teachers do to bring the standards alive?
What else might you as teachers in your classroom do to bring the standards alive?
What other practices did you see?
Learning Intentions and Success Criteria
We are learning to recognize the third Standard for Mathematical Practices within a chosen Content Standard and identify those standards within a particular math task.
We will know we are successful when we can articulate how both a Content Standard and a Standard for Mathematical Practices are infused in a math lesson in the classroom.