Goals

By the conclusion of this unit, participants will:

• Watch part of two lessons (video) and engage in three grade level/span mathematics mini-lessons (stations) and reflect on:

  • Mathematics content (depth)

  • Student engagement

• Consider how attending to content and engagement in these (and similar) ways supports the development of expert learners who are purposeful and motivated (UDL framework)

• Make specific plans for enhancing the depth of content and options for engagement afforded students in their own work

Big Ideas

The following big ideas are essential to develop a deep understanding of fraction content: 

• In addition to whole numbers, the number system includes fractions that are some number of equal pieces or parts of a whole.

• Operations with fractions on the number line (counting, adding, and others) are consistent with operations with whole numbers on the number line. The processes are the same.

• The denominator determines the number of pieces or parts in the whole and thereby also determines the size of the piece assuming a constant size for a whole. A fraction is therefore some number of a particular sized piece or part of the whole.

In order to remove barrier to engagement for students in mathematics, the following strategies/structures to recruit interest, provide options for sustaining effort and persistence and self-regulate should be utilized:

• Use student relevant real-world contexts to develop content understanding 

• Use tasks with low floor entry points and multiple solutions or pathways  

• Offer meaningful student choices EVERYWHERE to promote student autonomy 

• Provide structures and tasks that normalize sense-making through productive struggle  

• Facilitate meaningful student collaboration and discourse  

• Engage students in, and demonstrate, self-reflection and personal goal setting