 Honor the challenge in this work and set the tone for teachers as learners  Build conceptual knowledge of fractions, and acknowledge most of us come with procedural  Become proficient with the work in Investigation 2 and discuss the work in Investigation 1  Know how and where to highlight the standards for students.

 Please sign-in and take a hand-out  If you brought some student examples of SAB 14, please choose 5 and put your initials on them.

Ah-Ha’s? Uh-Oh’s?

 Walk around the room and view the student work samples ◦ Pay particular attention to…  How students solved the problems, were there any common solution paths?  The representations students chose to use.

 4,307 – 300?  4,307 – 400?  4, ?  4, ?

 Take a card,  Solve it quickly  Put your answer on a post it.  Find your group  How did you solve?

 SAB p. 20  What standard?

1/2

As students make the cards, what do you need to do to ensure they are engaging in  4.NF.1  4.NF.2  Others?

You need: Deck of Fraction Cards Play with a partner or a small group. 1. Divide the deck into equal-sized piles, one for each player. Players place their cards facedown. 2. In each round, each player turns over the top card in his or her pile. The player with the largest fraction wins, takes the other players’ cards, and puts them on the bottom of his or her own pile. 3. If two of the cards show equivalent fractions, those two players turn over another card. Whoever has the larger fraction wins all the other players’ cards. 4. The person with the most cards wins. The game can be stopped at any time.

 How can you ensure this is about … Standard ___

5 or (this is a great task for Standard for Practice #3: Construct viable arguments and critique the reasoning of others)

 P

0 1 1/2 Choose one card from the deck and place it on the number line Fractions on the Number Line: What standards are involved in this work?

On the front of a post-it or index card: Last time is our last session, my plan was to begin the work on decimals, but I want to know… WHAT DO YOU NEED/WANT FROM THE LAST SESSION? On the back of the card/ post-it: What has been beneficial to you from these first 2 sessions? What hasn’t?

Students develop understanding of fraction equivalence and operations with fractions. They recognize that two different fractions can be equal (e.g., 15/9 = 5/3), and they develop methods for generating and recognizing equivalent fractions. Students extend previous understandings about how fractions are built from unit fractions, composing fractions from unit fractions, decomposing fractions into unit fractions, and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number.