A Collaboration between: Los Angeles USD University of California, San Diego San Diego State University University of California, Irvine Preparing for.

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Presentation transcript:

A Collaboration between: Los Angeles USD University of California, San Diego San Diego State University University of California, Irvine Preparing for Success in Algebra English Language Learners in Mathematics

Fractions It is widely agreed that fractions form an important part of the middle years’ mathematics curriculum. Fractions both underpin the development of proportional reasoning and are important for future mathematical study, including that of algebra and probability. Clark, Roche, and Mitchell

10 Practical Tips for Making Fractions Come Alive and Make Sense 1. Give a greater emphasis to the meaning of fractions than on the procedures for manipulating them. 5. Provide a variety of models to represent fractions. 8. Link fractions, decimals, and percents wherever possible. Clark, Roche, and Mitchell Mathematics Teaching in the Middle School

Standard and Content Objective: NS 2.1 – Add, subtract, multiply, and divide decimals. To emphasize the meaning of numerals representing quantities less than one and quantities between whole numbers; including fractions, decimals, and percents.

Less than 1 – More than 1 If your paper has a quantity that is less than one, please move to the right side of the room. (Take a pen or marker with you.) If your paper has a quantity that is more than one, please move to the left side of the room.

Equivalent Teams Find your group members!

Collaborative Posters You will have 3 minutes to record a solution to the task in one of the four spaces provided. (We will let you know when to rotate.) Your group must use a different solution path than what is already shown on the poster.

Return to your original task/poster and discuss the following questions: How are the solutions similar, and how are they different? How could each solution path support our students’ understanding of decimals? Which solution path would our students most likely use, and why?

One stays and the rest go! Choose a member to stay with the task and explain the group’s thinking. The rest of the group will switch sides of the room and begin at the same task. (A-1, B-2, C-3, D-4, F-5, G-6)

Reflection Return to your seats. Use the written lesson plan to help you reflect on this activity.

Lunch Enjoy!