Embedded Files
Math Talks
Math Talks
https://mathforlove.com/lesson/fraction-talks/
Using mathematical discussions in the classroom is a powerful way to increase our students’ critical thinking and communication skills.
Before...
- Create positive safe classroom environment for discussion.
- Decide upon mathematics goals or topic.
- Select problem
During...
- Use wait time
- Select students for responding
- Restate student responses and ask for clarification or elaboration when needed
- Connect student responses
After...
- Justify solutions
- Check for what went wrong
- Look for areas of concern
Fractions
Fractions
Fractions are one of the most important topics needed to understand algebra, but one of the areas in which US students struggle the most.
Students must experience fractions in many contstructs -
Part-whole: shading a region; part of a group - 3/5 of class; part of a length 2 1/2 miles
Measurement: using a selected measurement to determine that amount in other object; how many 1/2 cups in 2 cups
Division: sharing $10 with 4 people
Operator: can be used to indicate an operation 3/4 of 100
Ratio: fraction 1/4 can can be part-part or part whole; or represent probability
Why Fractions are Difficult
Why Fractions are Difficult
1. There are many meanings/constructs for fractions.
2. Fractions are written in a unique way.
3. Students overgeneralize their whole number knowledge.
- Students see numerator and denominator as separate values - not as one number.
- Use ruler; identify 3/4 as three-fourths - NOT "3 over 4" OR "3 out of 4"
- Students do not understand that parts in fractions are the same size.
- Ask students to create their own representations.
- Students think that 1/5 is smaller than 1/10.
- Use the idea of fair shares.
- Students mistakenly used the operation "rules" for whole numbers to compute fractions.
- Use many visuals and context.
https://www.teachingchannel.org/videos/teaching-fractions-cisco
https://www.teachingchannel.org/videos/3-phase-lesson-structure-cisco
Whole Group-Guided Math
Whole Group-Guided Math
Using a Teacher's Guide
Using a Teacher's Guide
With Dr. G
Learning how to "get the good" and not be overwhelmed by traditional math basal series.
Fractions
Fractions
- Read the section above on fractions. In your interactive notebooks, label a page "Fractions". Create a visual to show the different ways fractions can be represented.
2. Use the fraction manipulatives to make visuals for showing fractions on the number line.
3. Play this fraction game:
4. What things will you need to think about when using technology for independent center work?
5. If time permits talk about how you might integrate fraction concepts into:
One Hundred Hungry Ants
How Much is a Million?
Math Literature & Math Talks
Math Literature & Math Talks
Label a sheet of white paper with the names of people in your group.
Brain storm together and :
- List the vocabulary that you think would need direct instruction for each book.
- List the SOL and concepts that you think could be taught using each book.
Thinking about teaching a whole group math lesson after reading this book determine these components:
Objective & SOL
Objective & SOL
Vocabulary
Vocabulary
List the specific vocabulary and kid friendly definitions
Begininng/Engagement/Hook:
Begininng/Engagement/Hook:
Create a math talk that you might use with this book?
Middle: Direct instruction
Middle: Direct instruction
- Direct instruction (I DO) - What math concept are you teaching? How will you do this?
- (WE DO) Guide Practice - How will you do this?
- (YOU DO) Independent Practice - How will you students practice the task and show their understanding to you? You may NOT use a worksheet.)
END/CLOSURE
END/CLOSURE
Summarize and restate what was learned
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