1. Investigating the CCSSMTracing Fraction Progression Teaching All Learners Beth Schefelker Chris Gutherie Summer 2011

2. Current connections to fractions Thinking about your current grade level of instruction…jot down • concepts you currently teach around fractions • Roadblocks that you encounter when you try to work with fractions with your students.

3. Learning Intention and Success Criteria We are learning to … • Deepen out understanding of the learning progressions of Fractions as outlined in the CCSS. We will know we are successful if… • read and interpret a limited portion of the CCSS document. • identify learning progressions across a grade bands K-8. • provide an explanation of how one key mathematical idea (fractions) grows.

4. Domain – Cluster - Standards Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems • 4.NO.1: Interpret a multiplication equation as a comparison, e.g., interpret 35=5x7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication situations.

5. Outline of process… • Study CCSS fraction domain or the domains which have fraction connections in your assigned grade level. • Identify the important ideas outlined in the standards. • Develop a poster that highlights the ideas. • Share out whole group to make connections K-8.

6. What goes on the poster? • Summary and/or representation of the development of ideas around fractions or the expectations of the fraction standards at your grade level. • Easy for others to interpret or understand • Visual large enough for all to see • More than just the letters and numbers of the standards – include key words or phrases

7. Sharing your work Post your work. • Begin with the grade you studied. • Read the poster(s) for your grade. • Discuss similarities and differences between the posters. • Establish a clear message for your grade about Fractions.

8. Considering Your Discussions Create a list… • What do the students need to know before they enter the grade level? • What do the students need to be ready for after the grade level?

9. Sharing Time to find out! Rotate Compare, contrast, and affirm predictions Discuss content standards Note learning progressions and expectations.

10. Fraction progressions beyond grades 3-5 Glance through K-2 and the 6-8 CCSSM standards. Discuss your findings… • What are the experiences students will be having to develop their understanding?

11. Summing it all up As a teacher of mathematics… • What message are you walking away with regarding the CCSSM domain of Fractions? As a leader of mathematics… • What message will you be taking back to teachers in your district.