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TODAY’S AGENDA Cinnamon Rolls BREAK SEC Survey LUNCH Fraction Tracks Math Camp Brain Challenge BREAK Extending Children’s Thinking Fractions Walk-Across SMP Reflections

Cinnamon Rolls

Break Time

Survey of Enacted Curriculum

Lunch

Fraction Tracks

Brain Challenge #1 Remove one toothpick to leave only three squares. X

Brain Challenge #2 Make the fish swim in the opposite direction by moving 3 toothpicks.

Brain Challenge #3 Fill in the squares using the numbers 1, 2, 3, 4, 5, 6, 7, 8, and 9 so that each equation is true. Use each digit exactly once = 9 8 – 1 = 7 3 x 2 = 6

Make the pyramid turn upside-down so that the tip of the pyramid is pointing downward by moving a maximum of three of the colored circles. Brain Challenge #4

How do you write the number 100 only using the number 9? By Fractions: 99+(9/9)=100 Brain Challenge #5

5, 30, 150, 600, ____, 3,600, 1,800 3,600 Brain Challenge #6

Cameron ate 3 slices of pizza. Samantha ate 2 slices of pizza. There are 8 slices in a pizza. What fraction of the pizza did Samantha eat? What fraction remains? Brain Challenge #7

Eight children want to share a chocolate bar so that everyone gets the same amount. How many 1x1 pieces does each child get? 3 Brain Challenge #8

Three 7 th grade students all got their test grades back from their teachers on Friday. Determine their test grades, last names, and teachers. Test grades- 100, 80, 50 Students- Abby, Alison, Adam Last names- Anderson, Grey, Smith Teachers- Mrs. Boggs, Mrs. Hui, Mr. Sharp Brain Challenge #9 1. Adam failed, but he does not have either of the female teachers. 2. The Anderson student made 100 and is not male. 3. Mrs. Hui enjoys having Alison in her class, but the student with the last name Anderson was not enrolled in her class. 4.The student with the last name Grey is female. Abby AndersonAdam SmithAlison Grey Mrs.BoggsMr. SharpMrs. Hui Answer:

Brain Challenge #10 The following shapes equal the numbers 1,2,4,and 6. Can you find which symbols match up with which numbers so that these two math problems both work?

Brain Challenge #11 A farmer counts 70 heads and 200 legs. How many chickens and pigs does he have? Let c represent the number of chickens and p represent the number of pigs. Since chickens and pigs have one head each, 70 heads = c + p. Since chickens have 2 legs and pigs have 4 legs, 200 legs = 2c + 4p. Subtracting twice the first equation (140 = 2c + 2p) from the second, we get 60 = 2p or p = 30 pigs Rewriting the first equation as c = 70 - p, we get c = 40 chickens.

Brain Challenge #12 My daughter is twice as old as my son and half as old as I am. In twenty-two years my son will be half my age. How old is my daughter? Let us assume my daughter is age x. In 22 years time my son will be (x/2 + 22) and I will be (2x + 22). Since he will be half of my age at that time, x/ = 1/2 (2x+22) Multiplying both sides by 2 x + 44 = 2x + 22 My daughter is 22 years old.

Brain Challenge #13 How can you add eight 8's to get the number 1,000? (only use addition) = 1,000

Brain Challenge #14 Can you find the fifth term in the following series? 77, 49, 36, 18,... Answer: Each term consists of the first digit of the preceding term multiplied by the second digit of the same term. Thus, 49 = 7 x 7 36 = 4 x 9 18 = 3 x 6 Hence, the fifth term is 1 x 8 = 8.

Brain Challenge #15 Solve: (x-a)(x-b)(x-c)(x-d)…(x-z ) Answer: 0 Because (x-x) is part of the expression and equals 0, therefore anything multiplied by 0 is 0.

Break Time

Task Use individual think time to work on the tasks 1.3 children want to equally share 6 ½ peanut butter sandwiches, with no leftovers. How much can each child have?

Discussion of Task What thinking and strategies did you use to solve the problem?

Extending Children’s Mathematics Read pages 29 – 31 in ECM. Work the problems assigned to your group. Keep track of your thinking and the strategies you use to solve the problems. Be prepared to share whole group.

Walk-Across Groups Group 1Group 2Group 3 Rebecca NottkeHeidi RosekellyLisa Simon Megan BurchSarah CasselChar Claus Becki WebsterAndrea BerlinTammy Didion Erin ColesDana PitcherLorna Robbins Janelle WhiteMary TownsThomas Borton Group 4Group 5Group 6 Jami WhiteTerren PaineHolly Blanton Deb CoffeyRobin MeyersCindy Souter Linda PoggialiSarah RothJackie Betzel-Conrad Kathy FulkersonSharon RugglesHilaria Walton Kendra SchweckMary DoernerJacqueline McClune

Develop a Walk-Across for Fractions K-5 Assignment: What is a “Walk Across for Fractions?” It’s a focused look at mathematical connections in the CCSSM: 1) You will demonstrate what connections you can see in the standards across the domains and grade levels. 2) You will explain how a standard connects with prior and/or subsequent standards regarding students’ development of fractional understanding?

Develop a Walk-Across for Fractions K-5 FIRST: To begin, you should give attention to each standard, regardless of domain, and consider whether or not it pertains to ones understanding of fractions. You should only include standards that DO pertain to either development of pre-fraction ideas or directly to fractions themselves. You may find many standards not in the fraction specific CCSSM domain that also act to build fraction sense. SECOND: Once you find connections among standards, articulate an explanation of how they are connected. Do some standards prepare students for future standards? How so? Show what students would be doing and thinking in one standard and explain how that doing and thinking prepares them to do and think about future mathematics. When explaining connections among standards use the names (for example 3.G.2). THIRD: There is a large creative element to this task. You may display and explain the connections in any creative media you choose. It can be as formal as a word document, excel sheet, or power point. Or as informal as a large scale painting, video, or drawings. The only delimiters that must be satisfied are 1) and 2) above. That will most likely require text or comments in some form or another.

Time of Reflection Take a few moments to reflect on SMP’s connected to the content tasks we did today. -- Name of the task and related SMP’s -- Evidence for the chosen SMP’s -- Jot down how you contributed to our shared community of professionals and what mathematical and/or pedagogical knowledge you are taking away from today.

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