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Decimals & Percents

This professional development workshop, led by Jennifer M. North Morris, focuses on innovative lessons and engaging learning experiences aimed at improving students’ conceptual understanding of decimals and percents. Participants will explore various teaching strategies, collaborate with fellow educators to create a resource-rich collection of lesson plans, and engage in hands-on activities including Number Talks. The agenda covers essential topics such as conceptual understanding, the role of decimal fractions, and practical applications that foster critical thinking in mathematics.

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Decimals & Percents

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  1. Decimals & Percents More Than Just Procedures Jennifer M North Morris Professional Development Specialist Math Coach

  2. Essential Question What types of lessons and learning experiences can increase the conceptual understanding of percent and decimals for students?

  3. Objectives • Explore and engage in lessons which promote student thinking. • Collaboratewith other teachers to create a collection of learning experiences that will develop conceptual understanding.

  4. Agenda: Decimals & Percents • Day 1: What is Conceptual Understanding? • Day 2: Where is the Decimal Fraction? • Day 3: Parts of a Whole • Day 4: Embracing Common Core

  5. Move it!!

  6. Introductions • Someone You Look Up To • Meet anyone (alive or passed) • Inspirational Educator (not in this room) • Take any of these people on vacation. Who? Where?

  7. 24 x 16

  8. 1.5 x 34

  9. Number Talks Purpose: Develop conceptual understanding of mathematics • Make sense of the math • Learn from others • Get students Thinking!!

  10. Number Talks: Key Ideas • Solve mentally (no paper) • Find several ways to solve the task • Silent thumbs up when finished • Get possible answers • Students share methods of solution • Teacher visually demonstrates student thinking as instructed by the student

  11. Number Talk Example • http://www.schooltube.com/video/e26276ebb66a448486c9/

  12. Number Talks: Why?

  13. Standards for Mathematical Practice • Make sense of problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others • Model with mathematics • Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning

  14. New Carpet! MsRouintree needs new carpet for her classroom. The room is a rectangle and measures 11.1 meters by 14.3 meters. How much carpeting does she need to order? Use numbers & a diagram

  15. Conceptual Ideas

  16. Applying Concepts

  17. When do we divide by a decimal?

  18. Dividing by Decimals • Create a scenario. • Solve with numbers and a diagram • Prior Knowledge? • How do we develop conceptual ideas?

  19. Modeling: Circles • I have one pizza and want to give 1/5 slices. How many people can I share with? • 3 pizzas? • What is the expression?

  20. Modeling: Circles • You have $1.50 and want to buy gumballs that cost $0.25. How many can you buy? • $4.50? • What is the expression?

  21. Modeling: Circles • 3.5 ÷ 0.5 • How do you model? • What is the Problem?

  22. Modeling: Circles • 5.4 ÷ 0.2 • How do you model? • What is the Problem?

  23. Modeling: Circles • 1.5 ÷ 0.25 • How do you model? • What is the Problem?

  24. Where Would You Go From Here? Where do we need to go? How do we get there? Regularity?

  25. Please divide: Show Work!!

  26. Why Does this Work? • 49.92/15.6 • 499.2/156 • 4992/1560 • 4.992/1.56 • 0.4992/0.156

  27. Where Would You Go From Here? Where do we need to go? How do we get there? Regularity?

  28. Conceptual Understanding • Explore and engage in lessons which promote student thinking. • Collaboratewith other teachers to create a collection of lessons that will develop conceptual understanding.

  29. Homework ?#$@?!& Reflection • Journal (?) of where we see/use percent & decimals everyday • Reflection

  30. Decimals & Percent More Than Just Procedures Jennifer M North Morris Professional Development Specialist Math Coach

  31. Essential Question What types of lessons and learning experiences can increase the conceptual understanding of percents and decimals for students?

  32. Objectives • Explore and engage in lessons which promote student thinking. • Collaboratewith other teachers to create a collection of lessons that will develop conceptual understanding.

  33. Agenda: Decimals & Percents • Day 1: What is Conceptual Understanding? • Day 2: Where is the Decimal Fraction? Modeling with Base Ten Blocks • Day 3: Parts of a Whole • Day 4: Embracing the Common Core

  34. Count the Dots

  35. ⦁⦁⦁⦁⦁⦁ ⦁⦁⦁⦁⦁ ⦁⦁⦁⦁⦁⦁

  36. 4.5 ÷ 1.5

  37. Number Talks: Examples

  38. Line it Up!

  39. Calculator Reset Press # Select 3 (All) Press = (Yes)

  40. Line It Up!!! Press T Select 2 (Line0) Press `=

  41. Introductions • First educational memory • First mathematics memory • Favorite teacher • Why teach? Why math?

  42. Go to Your Corner!!!

  43. Other Ideas for Random Numbers? Less than? Greater than? Odd/Even Math Facts Practice 50-50 Chance! Choose Groups Other ideas…

  44. Homework ?#$@?! • Journal (?) of where we see/use percent & decimals everyday • Did you try anything new? • Reflections

  45. Ordering Decimals Which of the two numbers is larger? Be ready to explain your reasoning.

  46. Rules for Size of Whole Numbers • The number that has more digits is larger. • If both numbers have the same number of digits or columns, start comparing from the left. The first one that has a higher digit is higher.

  47. Rules for Size of Decimals

  48. Cash for Gold!!! 1.74 g 0.07 g 0.3 g

  49. How Far? 1.3 miles this morning 3.09 miles at lunch 0.82 miles this afternoon

  50. Book Fair! I have $5 and buy a book that costs $2.25. Do I have enough for the poster?

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