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TODAY’S AGENDA Problems with Oranges Test Grading Problem BREAK Golden Apples Fraction Addition and Subtraction LUNCH Take Part of What you Spin Multiplication Stories BREAK Extending Children’s Thinking Fractions Walk-Across SMP Reflections

Problems with Oranges

Test Grading Problem

Valid Fraction Word Problems Write a valid fraction addition word problem using at least two different denominators. Have a partner solve your problem explaining and representing their mathematical thinking to find the sum.

Break Time

Preparing to Solve the Task Invest private think time on the task.

Golden Apples Task A prince picked a basketful of golden apples from the enchanted apple tree. While walking by the river on his way home he tripped on a tree stump and lost one-half of the apples, plus two more, as the river carried them away. The prince got back up and set off again through the enchanted forest. Next, a thief stole one-half of the apples plus 2 more before the prince knew what was going on. The prince clung to the remaining apples and set off again. Just as the prince was crossing the bridge to his homeland a troll jumped in front of him and demanded one- half of the remaining apples, plus two more. The prince paid him, and sadly went home. He had only two golden apples left.

Analyzing the Task Share your thinking with a partner Whole group discussion

Addition/Subtraction Problems Consider each of the stories and solve each one. Keep track of the strategies you use to solve each one. Share your strategies with a partner Whole group discussion.

Lunch

What do we know about multiplication?

Multiplication of Fractions Take Part of What You Spin

Multiplication of Fractions Multiplication Story Problems

Break Time

Sandwich Task Invest time in private think time to solve the problem Keep record of your thinking and strategies

Task Reflection Share your thinking and solution with a partner. Whole group discussion Complete Math Notes

Math Notes What SMP’s did you find yourself engaging in with the task? What was mathematically significant for you as you interacted with the task, task strategies and videos? What are the important mathematical ideas you want to remember about this task?

Young Mathematicians at Work Read pages 1 – 19. Read the pages assigned according to your #. Make note of significant ideas as you read.

Reflect on Reading Share with your group number using the question that corresponds to your group #. Form groups with #1 - #4 and take turns sharing the part you read along with answers to the questions. Whole group discussion.

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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