The Key Elements to FRACTION Success 3 minutes – Introductions The Key Elements to FRACTION Success

Let’s Do Some Math! Stephanie was away for two weeks. While she was away, her three neighbors alternated taking care of her mail, plants, and fish. To thank them, she is baking each of them a pound cake. Each cake calls for ¼ cup of whipping cream. Stephanie has ½ cup of whipping cream. Does Stephanie have enough whipping cream to make 3 pound cakes? Why or why not? Show a model to justify your answer. Brian - 7 minutes Possibly do a gallery walk to show case the various methods this problem could be solved. Do and show on chart paper. Problem could be adjusted to suit 3rd, 4th , and/ or 5th grade

Model the following division problem… Brian - Division of Fractions Story 7 minutes Dr. Enright 66 students only 6 students got this right. Of the 6, asked them to draw a pictorial representation of the problem. Only one was right.

What does division mean? 1 2 Brian (cont’d)

What does division mean? 1 2 Brian (cont’d)

How many groups of _ are in __? 1 2 1 2 Division How many groups of _ are in __? Connecting Learning Emphasize the consistency (coherence) in the language. Often these are introduced as new concepts every year, however if students understand the concept of multiplication they are not activating prior knowledge, rather than learning something brand new. 1 2

Let’s think about fractions…. What do you NOT want to see What do you want to see 1. 2. 3. Nicole (5 min) You are walking into a classroom to do an evaluation on a fifth grade teacher. They are getting ready to teach adding fractions with unlike denominators, list three things you would not like to see and three things you would like to see during your observation... Show next slide before doing this.

Grade 3 The Meaning of Fractions The Number Line and Number Line Diagrams Equivlent Fractions Comparing Fractions Grade 4 Equivalent Fractions Adding and Subtracting Fractions- Like Denominators Multiplication of a Fraction by a Whole Number Grade 5 Adding and Subtractracting Fractions- Unlike Denominators Multiplying Fractions Multiplication as Scaling Dividing Fractions- Whole Number by a Fraction and Fraction by a Whole Number Lisa (3 min) Letting participants know that they are walking into a 5th grade classroom and the teacher is introducing adding fractions with unlike denominators for the first time. Discuss progression to show prior knowledge NY Talk is Coherance

Connecting Learning Addition __ + __ Emphasize the consistency (coherence) in the language. Often these are introduced as new concepts every year, however if students understand the concept of multiplication they are activating prior knowledge, rather than learning something brand new.

Let’s think about fractions…. What do you NOT want to see What do you want to see 1. 2. 3. Nicole (5 min) You are walking into a classroom to do an evaluation on a fifth grade teacher. They are getting ready to teach adding fractions with unlike denominators, list three things you would not like to see and three things you would like to see during your observation... Have them put a star by the highest level Not and by the highest level Do. Report out and discuss. Identify any commonality or patterns.

Fractions should be taught using models and manipulatives to develop a conceptual understanding Fractions Strips

Equivalent Fractions Activity Magnified Inch Materials: Sentence strips, and rulers

Adding Fractions with Unlike Denominators

Solve the problem and write a word problem that goes with it.

Concrete Pictorial Verbal Abstract What is the problem asking you to find ("S") Concrete Pictorial Verbal Abstract

Methodology Creating opportunities for students to build conceptual understanding of, and experience success with fundamental skills building connections to higher levels of understanding. Nicole - What methodologies were evident in that portion of the addition of fractions lesson? ( 2 minutes)

Domain 3: Instruction In the classrooms of accomplished teachers, all students are highly engaged in learning. They make significant contributions to the success of the class through participation in high-level discussions and active involvement in their learning and the learning of others. As a result, students understand their progress in learning the content and can explain the learning goals and what they need to do in order to improve. Effective teachers recognize their responsibility for student learning and make adjustments, as needed, to ensure student success. Nicole ( 3 min) - Reflection: how would your teachers have been evaluated according to Domain 3 of the Danielson Rubric?

How would the teacher measure for each of the following components: 3a: Communicating with Students 3b: Using Questions and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Instruction 3e: Demonstrating Flexibility and Responsiveness Danielson (cont’d)

Connections to ATLAS 2.0

Standard for Mathematical Practice #1

Standard for Mathematical Practice #1

Standard for Mathematical Practice #1

Standard for Mathematical Practice #1

Connections to ATLAS 2.0

Speculate... What do you think this teacher’s lesson plan looked like? What do you believe needs to be included in an effective lesson plan? Present components of Module and state them as being the non negotiables of a lesson

Lesson Planning That leads us to this question...

5 minutes for Q/A