math content workshop focus: progression of fractions in grades 3-5 presenter: simi minhas math...

Math Content WorkshopFocus: Progression of Fractions in

Grades 3-5Presenter: Simi Minhas

Math Achievement Coach, Network 204

Let’s Do the Math

• Please solve the math problem provided to you. • Use as many visual representations and models

as possible. • Assess you work using the math rubric

provided.• Get ready to explain and justify your thinking in

words.

Reflection

What challenges do we think our student’s might face when they learn about fractions?

How would you define some key vocabulary terms like numerator, denominator, common denominator etc?

What real life examples of fractions can you provide to the students?

Progression of Standards• Analyze the Progressions document• How do the fractions standards progress from

grades 3-5?• What are the instructional implications?• What do we need to master as teachers, in

order to help our students reach the mastery of standards?

• How do we address the instructional Shifts?

Parts of a Fraction

34

= the number of parts

= the total number of parts that equal a whole

Parts of a Fraction

34

= numerator

= denominator

¾ looks like

1/434 1/4

1/4

¾ looks like

1/434 1/4

1/4

¾ looks like

34

1/4

1/4

1/4

What fraction of the balls are purple?

34

¾ on a Number Line

Shifts in Mathematics

12

Shift 1 Focus Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards.

Shift 2 Coherence Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.

Shift 3 Fluency Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions.

Shift 4 Deep Understanding

Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math.

Shift 5 Application Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so.

Shift 6 Dual Intensity Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.

Analyzing NYS Test Questions

• How can we use the Information from engage NY, and the test questions to inform our instruction?

• What are the most common misconceptions?• What models and instructional strategies can

we use to clarify these misconceptions?

Teaching Video

• What were some of the observations that you made?

• How did the teacher support the learning?• How did the teacher engage the students in

discussion?• What best practices did the teacher model?

Questions and Feedback

• Please fill out the Feedback Form before you leave.

• Thanks!!!!