Embedded Files
You will earn 2 hours of PD/EILA for completing this section!
You will earn 2 hours of PD/EILA for completing this section!
Time for Recess and Some Lunch Task.pdfTime for Recess and Some Lunch
Time for Recess and Some Lunch
1) Download and work through the task at the left. (retrieved from https://www.weteachnyc.org/resources/resource/grade-5-math-time-recess/)
2) Create a lesson plan for implementing this task in your classroom. Consider the following as your develop your plan.
Write a specific learning goal for the lesson in which you would use this task (HLP 12, MTP1).
What Specially Designed Instruction (SDI) or other adaptations (HLP 13) might you need to plan for, given the specific needs of students in your classroom?
What might be some purposeful questions (MTP 5) you could ask either before, during, or after the task?
How could you incorporate student-student discourse (MTP 4) into your lesson plan?
Connecting Fraction Sense-Making with Operations
Connecting Fraction Sense-Making with Operations
Operations with Fractions.mp3Fraction Addition/Subtraction
Fraction Addition/Subtraction
The links below show a series of progression for addition and subtraction of fractions for different models. They are from Project STAIR (Supporting Teaching of Algebra: Individual Readiness). Pick a model that you would like to explore through the progression and watch the videos.
Reflection Questions
What new learning do you have after watching the videos?
Which models might you begin to incorporate more with teaching of addition/subtraction of fractions? Why?
Fraction Addition/Subtraction Tasks
Fraction Addition/Subtraction Tasks
Below are some tasks you can try to continue to build an understanding of fraction operations from conceptual foundations (MTP 6).
A4 Fraction Addition (from NRICH Maths). This hands-on activity will help students develop a sense of mixed numbers.
Pizza with Friends is a formative assessment lesson from KY Department of Education that focuses on addition and subtraction of fractions.
Watch this video from Polypad (from Polypad by Amplify) on Adding Fractions with Unlike Denominators. Create your own Polypad and design a task for your students to explore.
Reflection Questions
Which of the tasks might be an appropriate task for the grade level you teach?
Select a task that is at a different level than what you teach. How might you adapt it so that it is more aligned to your content standards?
The Winner by a Fraction
The Winner by a Fraction
This game makes use of the fraction cards found on the Progressions page of this module. If you are working with 4th graders, use sets of cards with like denominators. In 5th grades, use unlike denominators.
Cave Escape
Cave Escape
This game has two versions, one focusing on equivalence and one focusing on operations. You can select what version or operation to focus on depending on your grade level.
Do I have to find a least common denominator to add fractions?
Do I have to find a least common denominator to add fractions?
“It is not necessary to find a least common denominator to calculate sums of fractions, and in fact the effort of finding a least common denominator is a distraction from understanding algorithms for adding fractions.”
See Common Core Standards Writing Team. (2013, September 19). Progressions for the Common Core State Standards in Mathematics (draft). Number and Operations—Fractions, 3-5. Tucson, AZ: Institute for Mathematics and Education, University of Arizona, p. 11. Retrieved from http://commoncoretools.me/wp-content/uploads/2011/08/ccss_progression_nf_35_2013_09_19.pdf
How should I sequence my instruction with addition/subtraction of fractions?
How should I sequence my instruction with addition/subtraction of fractions?
1. Addition/subtraction of fractions with like denominators, and gradually incorporating whole numbers and mixed numbers with like denominators.
2. Fractions and mixed numbers with different denominators, beginning with one denominator that is a multiple of the other.
3. Fractions with different denominators that do not share a common factor (i.e. 9 and 4).
See Chval, K. et al. (2013). Putting essential understanding of fractions into practice, 3-5. Reston, VA: NCTM, p. 90-91.Multiplying and Dividing
Multiplying and Dividing
Watch these two videos from Project STAIR. The use an area model and virtual manipulatives from Toy Theater and Math Learning Center.
Using what you've seen on the videos, practice teaching multiplication and division with a different virtual manipulative (try a length model!).
Reflection Questions
What connections can you make for your students between the conceptual understanding of multiplication and division with whole numbers to their conceptual understanding of multiplication and division with fractions?
If you don't already use them, how might you begin to incorporate geoboards as a tool for teaching fractions?
How can you explicitly make connections between the concrete (or virtual) manipulatives and the semi-concrete then abstract representations?
Uncle Mark's Birthday Problems.mp3Uncle Mark's Birthday Party!
Uncle Mark's Birthday Party!
Working with problems in context help students to consider models that are useful for solving the problems. When teaching fraction operations, be sure to make use of CSA. The Birthday Party Problems provide one such context for developing an understanding of fraction multiplication and division.
Work through the problems linked above. For each problem, consider the solution from the concrete and semi-concrete perspectives.
What fraction model would be best to use for this problem?
What kind of picture could I draw to represent the problem situation?
Partial Products & Fractions
Partial Products & Fractions
To deepen your understanding about teaching operations with fractions, which often times may be seem to be completely procedural, watch this series of videos from a blog by Graham Fletcher. As you watch, consider the approach to teaching fraction operations he offers.
Reflection Questions:
What resonates with you in what he says?
How might you more intentionally incorporate number sense in to your teaching of fraction operations?
Comparing Standards
Comparing Standards
Use your KAS-M document and find the standards KY.4.NF.4 and KY.5.NF.4. Compare and contrast the two standards.
What is different between the standards?
How does fraction multiplication progress from 4th grade to 5th grade?
Review your KAS-M document to jot down notes about how the progression of fraction division standards builds from elementary into middle school.
Click on the link to complete the Exit Slip for this section of the training. After you submit the form, you will be sent a PD certificate for 3.5 hours of learning. The certificate will come from Certify'Em. Please check your clutter and junk folders if it doesn't appear in your Inbox. If you don't receive a certificate within 24 hours, please email mark.helton@ckec.org.
Click on the link to complete the Exit Slip for this section of the training. After you submit the form, you will be sent a PD certificate for 3.5 hours of learning. The certificate will come from Certify'Em. Please check your clutter and junk folders if it doesn't appear in your Inbox. If you don't receive a certificate within 24 hours, please email mark.helton@ckec.org.
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