PowerPoint Presentation

Division of Fractions

Fractions Domain (3-5)Solve this problem on your own.

2TIME: 15 minutes (for Slides 37 to 43)INTENT: To explore the progression of standards across grade levels within the Number and Operations: Fractions domain (3-5)___________________________________________________________________________________Have participants calculate the answer using a method of their choice.

----- Meeting Notes (10/12/12 07:52) -----share methodsCalifornias Common Core State Standards: Toolkit | Content and Curriculum, K-8 | Mathematics Share SolutionsThink/Pair/ShareShare your solution with your neighbor.Justify why your solution works.Can you solve the problem in a different way?

coolmath4kids.comFraction Misconceptions5

TIME: 15 minutes (CONTINUED for Slides 37 to 43)___________________________________________________________________________________We will now watch a video of a 7th grade student completing the same problem. The student was selected to be in accelerated classes, putting him in Algebra 1 as a 7th grader. Have participants listen and watch for his strengths and misconceptions.[click] Show the video (2.5 minutes).VIDEOS:Division of Fractions.mp4

Californias Common Core State Standards: Toolkit | Content and Curriculum, K-8 | Mathematics Video DebriefFractions MisconceptionsThink/Pair/ShareWhat were this students strengths?What were his misunderstandings regarding the division of fractions?How might you address these misunderstandings?6TIME: 15 minutes (CONTINUED for Slides 37 to 43)___________________________________________________________________________________Review the slide. Debrief:Student strengths: content vocabularythe use of academic languagegood at number factsStudent misunderstandings:Procedural knowledge is incorrect.Student asks, Is this correct?, indicating he has no sense of the reasonableness of his answer. (refer to Mathematical Procedures 1: Make sense of problems and persevere in solving them: students check their answers to problems using a different method, and they continually ask themselves, Does this make sense?)Tell participants that in the next few slides, we will examine a progression of standards related to the understanding of fractions.

----- Meeting Notes (10/12/12 07:48) -----fractions tilesCalifornias Common Core State Standards: Toolkit | Content and Curriculum, K-8 | Mathematics Division of Fractions5.NF.7Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3)4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3)4=1/12 because (1/12)4=1/3.b. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4(1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4(1/5)=20 because 20(1/5)=4. (see illustrations)c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? The Meaning of Life DivisionDivision with Whole Numbers

What does 8 2 mean?

Measurement Model:Given 8 items, 2 in each group-how many groups?

Partitive Model:Given 2 groups and 8 items, how many in each group?

Division with Fraction TilesUse fraction tiles to answer the question, How many halves are in ?

Did you use the measurement or partitive model?Number Line

Is this the best representation for the answer to ?

Think/Pair/ShareChanging UnitCuisenaire activityFraction file folders

Remember way back in August..Answer these questions:

How many 3s are there in 6?How may groups of 3 fives are there in 6?How many groups of 3 tenths are there in 6?How many groups of 3 sixths are there in 6 sixths?

Fractions Domain (3-5)Solve this problem on your own.

14TIME: 15 minutes (for Slides 37 to 43)INTENT: To explore the progression of standards across grade levels within the Number and Operations: Fractions domain (3-5)___________________________________________________________________________________Have participants calculate the answer using a method of their choice.

----- Meeting Notes (10/12/12 07:52) -----share methodsCalifornias Common Core State Standards: Toolkit | Content and Curriculum, K-8 | Mathematics Connecting to Current PracticeThink/Pair/Share

How does the progression of standards within the Fraction domain correspond to your current practice?What are some things you might do now to help students transition to the CCSS?15

TIME: 15 minutes (CONTINUED for Slides 37 to 43)___________________________________________________________________________________Have participants reflect on their current practices and what they might start doing now to transition to the CCSS.

Californias Common Core State Standards: Toolkit | Content and Curriculum, K-8 | Mathematics