COMPLETING THE FIRST LEG OF OUR FRACTION JOURNEY MAY MTL MEETING 2012 LEE ANN PRUSKEBETH SCHEFELKERCONNIE LAUGHLIN.

COMPLETING THE FIRST LEG OF COMPLETING THE FIRST LEG OF

OUR FRACTION JOURNEY OUR FRACTION JOURNEY

MAY MTL MEETING 2012MAY MTL MEETING 2012

LEE ANN PRUSKELEE ANN PRUSKE BETH SCHEFELKERBETH SCHEFELKER CONNIE LAUGHLINCONNIE LAUGHLIN

April Homework ChallengeApril Homework Challenge

Think about the goal you wrote down during last month’s meeting.

Share your goal with your table group.What steps did you take to meet your

goal?What more did you learn about

students understanding of fractions?

Fraction Standards Fraction Standards ProgressionProgressionGroup 1: 1.G.3, 2.G.3

Group 2: 3.G.2, 3.NF.1

Group 3: 3.NF.2 a, b

Group 4: 3.NF.3 a, b,

Group 5: 3.NF.3 c, 4.NF.1

Group 6: 3.NF.3 d , 4.NF. 2

Small Group DirectionsSmall Group DirectionsIdentify the big ideas in each standard.visual representations usedexpectations for students

Consider the Standards for Mathematical

Practice that might be particularly relevant

(MP1, 3, and 6)

Use the note taking form

Group JigsawGroup JigsawCount off by 6’sMove to your new group based on

your number.Use this opportunity to fill in your

Fractions Standards note taking sheet . (15 min)

Use a blank piece of paper to create a flow chart of the fractions progression. (10 min)

Be prepared to share out.

3.NF.3 d and 4.NF.2 3.NF.3 d and 4.NF.2

Consider these two standards…

How do these two standards exemplify coherence?

How do these standards round out the study of fraction as number?

Fraction Standards Fraction Standards ProgressionProgression

1.G.3, 2.G.3 Partitioning

3.G.2 , 3.NF.1 Fraction as number

3.NF.2 a, b Fraction on a number line

3.NF.3 a, b, c, 4.NF.1 Equivalence

3.NF.3 d and 4.NF.2 Comparing Fractions

CCSSM ArticleCCSSM ArticleTeaching in Grades 3 and 4…How is each Common Core State Standard for Mathematics different from each old objective? Teaching Children Mathematics, April 2012

Sharing the reading…½ of the table read p. 498 – 502

½ of the table read p. 503 - 505

While you are reading While you are reading consider…consider…How is the process we went through in thesession similar to what the authors did in thearticle to unpack the standard?

How is the process for supporting students inmeeting the standard, similar to what we’vedone in Milwaukee?

Share out at your table. Be prepared to share out connections youdiscovered with the whole group.

Feedback for K-7 content: Feedback for K-7 content: 

Thinking back over the content sessions K-7 (OAK2, Fractions) what insights have you gained about the CCSSM for students in grades K-2?

 As Mathematics Leader, how has

this study impacted your work with teachers?