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Part 2: Division of Fractions Balancing Procedural and Conceptual Knowledge

Part 2: Division of Fractions Balancing Procedural and Conceptual Knowledge. Tuesday December 13, 2011 Common Core Leadership in Mathematics (CCLM). CCLM. Learning Intentions. Deepen conceptual understanding of division of fractions. Unpack the CCSS standards about division of fractions.

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Part 2: Division of Fractions Balancing Procedural and Conceptual Knowledge

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  1. Part 2: Division of FractionsBalancing Procedural and Conceptual Knowledge Tuesday December 13, 2011 Common Core Leadership in Mathematics (CCLM) Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

  2. CCLM Learning Intentions • Deepen conceptual understanding of division of fractions. • Unpack the CCSS standards about division of fractions Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

  3. CCLM Success Criteria We will know we are successful when we can • Justify our thinking when dividing fractions using reasoning and models. • Clearly explain and provide examples for specific CCSS-M standards Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

  4. CCLM Components of Complete Understanding of Division Division Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

  5. CCLM Let’s Check Our Understanding Estimate Greater than 5? Equal to 5? Less than 5? Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

  6. CCLM Task : Popcorn Party #3 Serving Size: 3/4 cup of popcorn How many servings can be made from: • Individually solve each problem using reasoning and models (don’t forget the tape diagram). • As a group, take turns and share your reasoning • 6 cups of popcorn • 2 1/4 cups of popcorn • 5 cups of popcorn Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

  7. CCLM Now It’s Your turn In pairs, solve each problem using reasoning and models (don’t forget the tape diagram). • How many ¾ cups servings of popcorn are in 4 ¼ cups of popcorn? • A serving is ½ of a cookie. How many servings can I make from 3/8 of a cookie? Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

  8. CCLM Computational Procedures What procedure do you use to divide fractions? Write an example of it on your slate. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

  9. CCLM Two Procedures for Division of Fractions The common denominator method Invert and Multiply Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

  10. CCLM The Common Denominator Method Have you ever used this? Does it always work? Make up division problems to decide when you can use this algorithm. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

  11. CCLM Two Procedures for Division of Fractions The common denominator method Invert and Multiply Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

  12. CCLM Invert and Multiply Method Have you ever used this? Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

  13. CCLM Why can we “invert and multiply”? Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year Discuss this question with your shoulder partner. Record your answer on your slate Share your answer with the whole table.

  14. CCLM Sample student work Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

  15. CCLM Division of Fraction Standard Examine 6.NS.1 Reread this standard. Do the examples and tasks make more sense to you now? Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

  16. CCLM Short Readings Homework Grade 3 2nd narrative p. 21 Grade 4 2nd narrative p. 27 Grade 5 1st narrative p. 33 Grade 6 2nd narrative p. 39 What did you notice? Give some examples of key advances from one grade to the next. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

  17. CCLM Success Criteria We will know we are successful when we can • Justify our thinking when dividing fractions using reasoning and models. • Clearly explain and provide examples for specific CCSS-M standards Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

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