Partners for Mathematics Learning

1. PARTNERS forMathematicsLearning Grade6 Module Partners forMathematicsLearning

2. 2 FractionUnderstanding Whatdostudentsneedtoknowandbe abletodorelatedtofractionsbeforethey reachsixthgradeinordertobesuccessful usingfractions? Ifstudentsdonotknowthesethings,how doyouprovideopportunitiesforstudents tolearnwhileyouareteachingsixthgrade content? Partners forMathematicsLearning

3. 3 FractionUnderstanding Teachingforunderstandingistoughwith pressuresoftoolittletimeandtoomuchto teach,butsayingthesamethingsagain “louderandlonger”isnotlikelytobuild conceptualunderstanding Conversationstoprobewhatstudents understandandwhatmisconceptionsthey havemaybeabetterstrategy Partners forMathematicsLearning

4. 4 FractionUnderstanding Whatdoesthebottomnumberina fractiontellus? Whatdoesthetopnumberinafraction tellus? Howdoyouhelpyourstudents understandnumeratoranddenominator? Partners forMathematicsLearning

5. 5 MissingCorners MeaningfulPractice Eachcardcontainsasumandthree fractions Withapartner,findthemissingfraction Allfourfractionswilladduptothegiven sum Findthesumofyourthreeanswers Self-checkanswerkeyisinthebag Partners forMathematicsLearning

6. 6 MissingCorners WhichBigIdeawasthefocusofthis activity? Whatwouldyou(theteacher)doto preparestudentsbeforetheactivity? Whatquestionswouldyouaskstudents duringtheactivity? Howwouldyouhavestudentsshare strategiesaftertheactivity? Partners forMathematicsLearning

7. 7 Three-PartFormatfor Problem-BasedLearning Beforebeginningthetask,studentsmight askthemselves WhatamIbeingaskedtodo? WhatfactsdoIknow? IsthereanyinformationIneedtopay particularattentionto? WhatkindofanswerdoIexpecttoget? Partners forMathematicsLearning

8. 8 NoPencilsPlease! Talkabouteachproblemandbe preparedtosharewiththeclassyourthinking Don’tactuallysolvetheproblems Whatdoyouknowwhenyoureadtheproblem? Whatareyoutryingtofindout? Whatmathematicsunderstandingsandskillsdoyou needtosolvetheproblem? Whatquestionsdoyouhavebeforeyoubegintowork? Doestheanswerrequireanyexplanationorjustification inadditiontonumbers? Partners forMathematicsLearning

9. 9 WhatisaRatio? Aratioisacomparisonoftwo quantitiesormeasures Comparingsamequantitiesormeasures ParttoWhole ParttoPart Comparingdifferentmeasures Rates Partners forMathematicsLearning

10. 10 RatiostotheRescue  Separatetheratiocardsinto thethreecategories ParttoWhole ParttoPart Rates Partners forMathematicsLearning

11. 11 RatiostotheRescue ConceptCheck Ifyouknowthatinaclassroomtheratioof boystogirlsis2/3,whatwouldbesome reasonablevaluesforthetotalnumberof studentsintheclass? Explainyourreasoning Whydosomestudentsstrugglewiththistype ofproblem? Partners forMathematicsLearning

12. 12 RatiostotheRescue Howdoesthisactivitybuildafoundation forproportionalreasoning? Whatessentialstandarddoesthis address? Afterthisactivity,howcanyouassess studentunderstandingofratio? Partners forMathematicsLearning

13. 13 ProportionalLinks Sashahasachainofstandard paperclipsandMaliahasachain ofjumbopaperclips IfMaliatoldSashathelengthofanobject injumbopaperclips,howcouldSasha changethatnumberintostandardclip lengths? Partners forMathematicsLearning

14. 14 ProportionalLinks Whatpatternsdoyouseeinthetable? Whatpatternsdoyouseeinthegraph? Howmanytimesbiggeristhestandardpaper clipnumberthanthejumbopaperclip number? Howcanyouusethepatternstodetermine thelengthofanobjectinstandardpaperclips ifyouknowitslengthinjumbopaperclips? Partners forMathematicsLearning

15. 15 ProportionalLinks IfSashameasuredanobjectwithalengthof 90standardpaperclips,howlongwillthe objectbeifMaliameasureditinjumbopaper clips IfMaliameasuredanobjectwithalengthof 55jumbopaperclips,howlongwilltheobject beifSashameasureditinstandardpaper clips? Partners forMathematicsLearning

16. 16 ProportionalLinks   Howdoesthisactivitydevelopthe conceptofratiosasarateofchange? Howdoesthisactivitydevelopthe conceptofconversionfromoneunitto another? Partners forMathematicsLearning

17. 17 MoreMeaningfulPractice MultiplicationMagic Distributeonecardtoeach memberofyourgroup Followthedirectionstosolveforthe missingpiecesofthesquares Rotatethecardsamongyourgroup members Partners forMathematicsLearning

18. 18 MultiplicationMagic Whyismeaningfulpracticeimportant? Whatwouldyoudotopreparestudents beforetheactivity? Whatquestionswouldyouaskstudents duringtheactivity? Afterthisactivity,whatquestionsmightyou askstudents? Partners forMathematicsLearning

19. 19 MusicMatch Whilethemusicisplaying, walkaroundtheroom,exchanging cardswithotherparticipants Whenthemusicstops,findyourgroup ofthree(equivalentfraction,decimal, percent) Partners forMathematicsLearning

20. 20 MusicMatch Doyourstudentshavedifficulties withequivalenceindifferentforms? Isthedifficultyrecognizingequivalentvalues orcreatingequivalentvalues? Whyisitimportantforstudentstoknow fraction,decimal,percentequivalence? Partners forMathematicsLearning

21. 21 ConceptClarification Percentisfundamentallydifferent fromafractionordecimal Percentsarenotconsideredvaluesbut operators Weshouldlookatpercentinthecontextof percentofsomevalue Discusshowthisfactshouldaffectyour instruction Partners forMathematicsLearning

22. 22 Reflection Howaretheconceptsofnumber andproportionalreasoningrelated? Whatisthevalueofhavingstudents spendmoretimeunderstandinga problembeforebeginningtosolvethe problem? Partners forMathematicsLearning

23. 23 DPIMathematicsStaff EverlyBroadway,ChiefConsultant ReneeCunninghamKittyRutherford RobinBarbourMaryH.Russell CarmellaFairJohannahMaynor AmySmith PartnersforMathematicsLearningisaMathematics-Science PartnershipProjectfundedbytheNCDepartmentofPublicInstruction. Permissionisgrantedfortheuseofthesematerialsinprofessional developmentinNorthCarolinaPartnersschooldistricts. Partners forMathematicsLearning

24. 24 PMLDisseminationConsultants SusanAllman JuliaCazin RuafikaCobb AnnaCorbett GailCotton JeanetteCox LeanneDaughtry LisaDavis RyanDougherty ShakilaFaqih PatriciaEssick DonnaGodley ShanaRunge YolandaSawyer PennyShockley PatSickles NancyTeague MichelleTucker KanekaTurner BobVorbroker JanWessell DanielWicks CarolWilliams StacyWozny CaraGordon TeryGunter BarbaraHardy KathyHarris JulieKolb ReneeMatney TinaMcSwain MarilynMichue AmandaNorthrup KayonnaPitchford RonPowell SusanRiddle JudithRucker Partners forMathematicsLearning

25. 25 2009Writers PartnersStaff KathyHarris RendyKing TeryGunter JudyRucker PennyShockley NancyTeague JanWessell StacyWozny AmandaBaucom JulieKolb FredaBallard,Webmaster AnitaBowman,OutsideEvaluator AnaFloyd,Reviewer MeghanGriffith,AdministrativeAssistant TimHendrix,Co-PIandHigherEd BenKlein,HigherEducation KatieMawhinney,Co-PIandHigherEd WendyRich,Reviewer CatherineStein,HigherEducation PleasegiveappropriatecredittothePartners forMathematicsLearningprojectwhenusingthe materials. JeaneJoyner,Co-PIandProjectDirector Partners forMathematicsLearning

26. PARTNERS forMathematicsLearning Grade6 Module2 Partners forMathematicsLearning