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TODAY’S AGENDA Division Brownie Servings BREAK Cathy Humphrey’s Teaching Math Camp Energy Ball LUNCH Making Sense of Algorithms Young Mathematicians at Work Walk-Across Tasks – Finish development SMP Reflections PASS OUT NOTE PADS and explain that these pads are to jot down pedagogical and mathematical connections they make…then later they will be given time to reflect on their own connections.

The Standards for Mathematical Practice Student Reasoning and Sense Making about Mathematics Make sense of problems and persevere in solving them Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Gabriel – Have teachers look at their SMP pages we passed previously and state an exemplar of evidence from a student enacting the SMP.

What do we know about division?

Fractions in Division  

Brownies Task Division of Fraction Handout page 1 Handout page 2

Break Time 1

More Division Solve the task individually then share your solutions and thinking with a partner 1 divided by 2/3? Handout page 5

New Brownie Problem Suppose that having 1 pan of brownies, you know that 2/3 of a pan is equivalent to 1 serving. Now how many servings do you have? Write the equation to be solved and use the brownie pan to justify your solution. Handout page 6 Handout page 7

Cathy Humphrey’s Video Video norm reminder Background for video Transcripts for video viewing Handout page 8

Video: “1 Divided by 2/3”

Video Reflection First consider the questions for yourself then discuss with your small group. What evidences of student thinking did you observe? What was an important point(s) you noticed in the video? Handout page 9

Division of Fractions Let’s consider some student work: Pretend you are circulating around the classroom and you see the student work on the handouts that follow. Decide with a partner which students you would select to share their work? In what order? Be ready to explain how the work you selected will frame the discussion in a way that fosters student understanding of the mathematical goal. Handout page 10-16

Connection to CCSS Implications for Us as Learners and Teachers How were the CCSS Standards for Mathematical Practice reflected in the video-taped lesson we viewed earlier? Handout page 17

Lunch

Division of Fractions  

Task: Representing Division Problems Division of Fraction Task: Representing Division Problems Handout page 18

Break Time 1

Young Mathematicians at Work Fraction Multiplication Array Task Read pages 93 - 107 Handout page 19

Walk-Across Groups Group 1 Group 2 Group 3 Rebecca Nottke Heidi Rosekelly Lisa Simon Megan Burch Sarah Cassel Char Claus Becki Webster Andrea Berlin Tammy Didion Erin Coles Dana Pitcher Lorna Robbins Janelle White Mary Towns Thomas Borton Group 4 Group 5 Group 6 Jami White Terren Paine Holly Blanton Deb Coffey Robin Meyers Cindy Souter Linda Poggiali Sarah Roth Jackie Betzel-Conrad Kathy Fulkerson Sharon Ruggles Hilaria Walton Kendra Schweck Mary Doerner Jacqueline McClune Pass out the K-5 CCSSM Content Standards.

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? They will need to really consider the meaning of the Common Core content standards and concisely develop ways of showing what we want students to know and do and how that connects to prior and subsequent content.

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. Handout page 20

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