Please sit at a table with a maximum of 5, where at most, 2 people are from your school. 8:00 – 8:15 Welcome / How’s it going? 8:15 – 10:00 Walk through of Unit 2 Investigation :00 – 11:30 Planning Time 7 th Grade Room 658 6/7 Compacted Room 511

 Results of computer survey-  CMP3 Computer training support Every Wed in Oct, afterschool, DO, paid, sign up  My Connect– parent resources, powerpoints (send in to share)  Tests/quizzes- hand back then collect after getting parent signature and KEEP  SPSA goal – we will write it in Nov  Next PD dates Nov 19 for 7 th grade Nov 12 for 6 th grade (BH/BM/TP/D39C) Nov 13 for 6 th grade (MB/MV/ND/OV)

Today’s Objectives Experience different mathematical models as a student to represent and interpret fraction. Refine questioning strategies to continue to build mathematical discourse in the classroom. Engage in conversation concerning management of time and assessment. Plan Unit 2 instruction with colleagues.

Major Emphasis: Understanding of equivalence of fraction and of ratios.  Fractions as numbers, location on the number line, part:whole relationships Using:  Fraction strips  Thermometers and other diagrams  Word names  Symbols for fractions

 1.1: Ways to compare ◦ Fractions, ratios, percents. No pre-teaching. Informal assessment of students’ current understanding. “A” is the meat of the problem, B open-ended, C could skip.  1.2: Ratio Comparisons o What patterns do you notice in your ratios that can help you find other equivalent ratios?

Problem 1.1 Fundraising Comparing with Fractions and Ratios Focus Question : What are two ways to compare a $500 fundraising goal to a $200 fundraising goal?

Summarize 1.1 Andres’, Ben’s and Chung’s claim all started with “for every”. What does “for every” mean? Rewrite the false claim, so it is true. In your math spiral respond to … On a post it / ticket out the door …

Problem 1.2 Fundraising Thermometers Focus Question : How does a “for every” statement show a ratio comparison? Fundraising Video

How can you use the thermometers to make comparisons among the goals?

Summarize 1.2 Fill in … 1.For every $___ 6 th grade raised, 7 th grade raised $___. 2.For every $___ 7 th grade raised, 8 th grade raised $___. 3. What patterns do you notice in your ratios that can help you find other equivalent ratios?

Problem 1.3 On the Line Equivalent Fractions and the Number Line Focus Question : When you fold fraction strips, what relationship do you see emerge that show how the numerator and denominator change to make equivalent fractions?

The 6 th graders make their own fundraising thermometer to record progress. The challenge is to figure out how to represent dollar amounts as a fraction of $300. One way to measure fractions is with fraction strips. The sixth graders determine that they will make strips to help them correctly shade their thermometer.

Helpful Teaching Tips Utube Video of making Fraction Strips ½½

End of Day 1

a.Name 3 other fractions shown here that are equivalent to 2/3. b.Name another fraction equivalent to 2/3.

Investigation 1.3: Day 2 Complete C2, D2, E1-5 Summarize 1.3

Focus Question : How can fraction strips help you to find part of a number?

For Day 2, ¼ of $300 or $75 was raised. The numerator of ¼ is 1 and the denominator is 4. What does the numerator represent? What does the denominator represent?

Reflect on today’s learning : Resources on My Connect – Middle Math Central Notebook / Math spiral Student Inqury vs Direct Instruction Launch,Explore, Summarize Effective questioning to guide students Sign up for Computer Support Sessions (Every W in Oct)

Next PD dates Nov 19 for 7 th grade Nov 12 for 6 th grade (BH/BM/TP/D39C) Nov 13 for 6 th grade (MB/MV/ND/OV) Planning Time - Questions? Need additional support? Contact me… Myra